Shook, A: Pre-Service Teacher Preparation for Managing Behav Preventing and Managing Problem Behaviors in the General Education Classroom
-
- Englisch ausgewählt
Fr. 93.90
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.04.2009
Verlag
VDMSeitenzahl
68
Maße (L/B/H)
22.1/15.4/1.5 cm
Gewicht
239 g
Sprache
Englisch
ISBN
978-3-639-12144-5
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.
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.
Kundinnen und Kunden meinen
Verfassen Sie die erste Bewertung zu diesem Artikel
Helfen Sie anderen Kund*innen durch Ihre Meinung