Classroom behaviour management preparation in undergraduate primary teacher education in Australia : A web-based investigation.
Classroom behaviour management preparation in undergraduate primary teacher education in Australia : A web-based investigation.
复制标题
澳大利亚本科小学教师教育中的课堂行为管理准备：基于网络的调查。
DOI：
10.14221/ajte.2011v36n10.3
复制
发表时间：
2011
影响因子：
0.6
通讯作者：
J. Stephenson
中科院分区：
文献类型：
--
作者：
S. O’Neill;J. Stephenson
课堂行为管理是所有教师毕业生促进课程内容教学的基本技能。本文描述了澳大利亚本科小学教育课程中提供的课堂行为管理（CBM）内容。到目前为止，还没有全国性的研究报告在职前教师教育项目中提供CBM指导。评估了35个小学教师培训项目。30个项目（85.7%）包含CBM的必修课程，108个单元包含相关内容，其中33个是独立的CBM单元（30.6%）。与独立的CBM单元相比，在方法或包含单元中嵌入CBM内容的单元更多。每个强制性独立单元的平均CBM教学时间为31.46小时，独立选修单元为25.5小时，嵌入式单元为2.3小时。报告了CBM单元的内容以及单元召集人和指导员的研究兴趣。讨论了主要研究结果的含义。
Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is reported as well as the research interests of the unit convenors and instructors. Implications of the major findings are discussed.