Preservice Teachers' Perspectives and Use of Behavior Management Strategies

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  • Author(s): Stacy N. McGuire (ORCID Stacy N. McGuire (ORCID 0000-0001-9074-8837); Hedda Meadan (ORCID Hedda Meadan (ORCID 0000-0001-7098-6176)
  • Language:
    English
  • Source:
    Psychology in the Schools. 2024 61(2):475-495.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      21
    • Sponsoring Agency:
      Office of Special Education Programs (OSEP) (ED/OSERS)
      Office of Special Education and Rehabilitative Services (OSERS) (ED)
      Department of Education (ED)
    • Contract Number:
      H325D189923
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
    • Subject Terms:
      Preservice Teachers; Teacher Education Programs; Student Behavior; Student Attitudes; Classroom Techniques; Elementary School Teachers; Behavior Problems
    • Accession Number:
      10.1002/pits.23062
    • ISSN:
      0033-3085
      1520-6807
    • Abstract:
      Much of the current literature focuses on how preservice teachers are prepared to support entire classrooms (i.e., classroom management) instead of individual students (i.e., behavior management). Because of this gap in the literature, little is known about how preservice elementary education teachers are prepared to support students who are perceived to engage in challenging behavior in their classrooms. Therefore, the purpose of the current study was to explore preservice elementary education teachers' knowledge, experiences, and needs for using behavior management strategies with individual students. Findings indicated preservice teachers had limited knowledge about behavior management strategies and sought further opportunities to support students who they perceived to engage in challenging behavior.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1406578