Title: How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management
Abstract: Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. Notes [1] Kevin Wheldall is now Professor of Special Education and Director of the Centre for Research into Special Education and Rehabilitation at Macquarie University, Sydney, New South Wales 2109, Australia. Additional informationNotes on contributorsKevin WheldallFootnote[1] [1] Kevin Wheldall is now Professor of Special Education and Director of the Centre for Research into Special Education and Rehabilitation at Macquarie University, Sydney, New South Wales 2109, Australia.
Publication Year: 1993
Publication Date: 1993-01-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 153
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