Pre-Service Teacher Preparation for Managing Behavior Problems

This study examined general education pre-service
teachers knowledge, skills, and dispositions for
dealing with behavior problems in the elementary
classroom. The investigation focused on four areas
including pre-service teacher: (1) knowledge of
characteristics of behavior disorders and strategies
for dealing with behavior problems; (2) skills for
implementing strategies; (3) dispositions to
implement strategies; and (4) perceptions of
barriers and facilitators to the implementation of
strategies for decreasing problematic behaviors.
Results indicated that the pre-service teachers
perceived themselves as prepared in regard to
knowledge and skills for overall classroom
management. They did not, however, perceive
themselves as knowledgeable or skillful in managing
students with problematic behaviors. The pre-service
teachers perceived themselves as being disposed to
implement strategies to manage problematic behavior,
but had difficulty recognizing when they needed to
alter strategies that they were using or use
different strategies.

Autorentext

Alison Shook, Ph.D.: B.S. in psychology Loyola University of Chicago, M.A. in psychology Marist College, and Ph.D. in Special Education from University of Miami. Asst. Professor of Special Education at University of West Georgia. Primary areas of expertise: behavior disorders, classroom behavior management, assessment, and technology

Klappentext

This study examined general education pre-service teachers' knowledge, skills, and dispositions for dealing with behavior problems in the elementary classroom. The investigation focused on four areas including pre-service teacher: (1) knowledge of characteristics of behavior disorders and strategies for dealing with behavior problems; (2) skills for implementing strategies; (3) dispositions to implement strategies; and (4) perceptions of barriers and facilitators to the implementation of strategies for decreasing problematic behaviors.Results indicated that the pre-service teachers perceived themselves as prepared in regard to knowledge and skills for overall classroom management. They did not, however, perceive themselves as knowledgeable or skillful in managing students with problematic behaviors. The pre-service teachers perceived themselves as being disposed to implement strategies to manage problematic behavior, but had difficulty recognizing when they needed to alter strategies that they were using or use different strategies.