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Article
Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour managementstrategies
International Journal of Educational Research (2011)
  • Andrea Reupert, Dr, Monash University
  • Stuart Woodcock, Dr, University of Wollongong
Abstract
The purpose of this study was twofold; first, to identify Australian and Canadian preservice teachers’ use, confidence and success in various behaviour management strategies, and second, to identify significant differences between the two cohorts. Pooled data indicated that pre-service teachers most frequently employ low level corrective strategies, such as non-verbal body language, rather than strategies that serve to prevent student misbehaviour. The strategies pre-service teachers report most frequently employing were also those they felt most confident in. Australian pre-service teachers employ rewards significantly more, while Canadian pre-service teachers utilise preventative and differentiation strategies significantly more. Differences might be accounted for by the timing of pre-service teachers’ school practicum. Implications for teacher education programs and future research conclude the paper.
Keywords
  • Behaviour management,
  • training
Publication Date
2011
Citation Information
Andrea Reupert and Stuart Woodcock. "Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour managementstrategies" International Journal of Educational Research Vol. 50 (2011)
Available at: http://works.bepress.com/swoodcock/15/