Preservice teachers' knowledge and perceptions of effective behavior management strategies.

摘要

This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large Midwestern university. Results indicated those students surveyed had a moderate level of knowledge about behavioral learning theory and common management practices. No significant differences in special education student teachers' versus general education student teachers' knowledge of behavior management strategies were found, nor were there significant differences between secondary and elementary education majors' knowledge of behavior management. Student teachers felt confident in handling most misbehaviors, but felt less confident in handling aggression and violence. Field experiences such as student teaching experiences were cited as the main source of behavior management strategies. Implications of these results for training and practice are discussed.