Preservice teachers' perspectives and use of behavior management strategies

Bibliographic Data

ID21375412
AuthorsStacy N McGuire (0000-0001-9074-8837, Department of Special Education University of Illinois Urbana‐Champaign Champaign Illinois USA, corresponding author), Hedda Meadan (0000-0001-7098-6176, Department of Special Education University of Illinois Urbana‐Champaign Champaign Illinois USA)
Year2024
Volume61
Issue2
Pages475-495
Publication date2024-02-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.23062
OpenAlexW4386329917
LanguageEN
Citations received2
References cited32

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

Behavior management · Classroom management · Developmental psychology · Intervention (counseling) · Mathematics education · Pedagogy · Positive Behavior Support · Teacher education · Teacher Preparation · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology

Tools

Open DOIOpen Access