Naslov
Are teachers adequately prepared to manage difficult behavior in Croatian classrooms? Teacher preparation, strategy use and needed supports
(Are Teachers Adequately Prepared to Manage Difficult Behavior in Croatian Classrooms? Teacher Preparation, Strategy Use and Needed Supports)

Autori
Beaudoin, Kathleen ; Lončarić, Darko ; Skočić Mihić, Sanja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Teacher Education Policy in Europe Network (TEPE) 2014 Conference : “Overcoming Fragmentation in Teacher Education Policy and Practice” : Book of abstracts / - Zagreb, 2014, 4-4

Skup
Teacher Education Policy in Europe Network (TEPE) 2014 Conference : “Overcoming Fragmentation in Teacher Education Policy and Practice”

Mjesto i datum
Zagreb, Hrvatska, 15.05.2014. - 17.05.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
classroom management ; teacher preparation ; difficult behaviors

Sažetak
In this study, 706 teachers across elementary schools in the Republic of Croatia were surveyed on: (1) prior pre-service and in- service education in classroom management ; (2) strategies used to deal with difficult classroom behavior ; and (3) the level of additional support needed to deal with these difficult behaviors. Overall, teachers reported low levels of educational preparation in classroom management. Whereas 50 % reported participating in some form of in-service training since entering the profession, only 25 % reported having had any education in classroom management during their teacher preparation program. For both boys and girls, teachers responded to dealing with difficult behavior with the use of more strategies for supporting positive behavior than for decreasing negative behavior. However, although teachers reported using more strategies to address the behaviors of boys than girls, they also reported using a greater number of negative strategies with boys. Teachers also reported greater need for support to deal with behaviors of hyperactivity and disobedience than for aggression and delinquency. The support needed for addressing misbehaviors of boys was generally greater than for girls, with significantly greater need for addressing hyperactivity among boys. Interestingly, prior training in classroom management was not related to the strategies teachers used when dealing with difficult behavior nor the level of support needed. These results provide a starting point for understanding that current levels of pre-service and in-service education in classroom management do not adequately meet the needs for preparing teachers to address the level of difficult behaviors encountered in Croatian classrooms.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA