A tale from three countries: the classroom management practices of pre-service teachers from Australia, Canada and the United Kingdom
The purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers’ use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Affiliations: 1: Faculty of Human Sciences, Macquarie University, Sydney, Australia 2: Faculty of Education, Monash University, Clayton, Australia
Publication date: October 20, 2017