Preservice Teachers' Perceived Confidence in Teaching School Violence Prevention
Abstract:Objective: To examine pre-service teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Methods: Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Results: Violence-prevention training, area of certification, and location of student-teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Conclusion: Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.
Document Type: Research Article
Affiliations: 1: Department of Adult, Counseling, Health, and Vocational Education, Kent State University, Kent, OH. 2: Health Promotion and Education Program, University of Cincinnati, Cincinnati, OH.
Publication date: September 1, 2002
The American Journal of Health Behavior seeks to improve the quality of life through multidisciplinary health efforts in fostering a better understanding of the multidimensional nature of both individuals and social systems as they relate to health behaviors.
The Journal aims to provide a comprehensive understanding of the impact of personal attributes, personality characteristics, behavior patterns, social structure, and processes on health maintenance, health restoration, and health improvement; to disseminate knowledge of holistic, multidisciplinary approaches to designing and implementing effective health programs; and to showcase health behavior analysis skills that have been proven to affect health improvement and recovery.
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