Preservice Teachers' Use of Evidence-Based Practices for Classroom Behavior in Field Experience

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Understanding and Training Preservice Teachers in Classroom Management

Abstract

Preservice teachers exiting teacher education programs feel inadequately prepared to manage challenging behaviors in their future classrooms. This mixed methods study explored the knowledge of research-based behavior management strategies and plans for behavior management of 50 preservice teachers at the completion of their coursework. The intervention consisted of 1.5 hours of professional development outlining research-based behavioral interventions prior to the final clinical experience. Post data indicated the professional development session provided the teacher candidates with interventions they implemented during the clinical experience while also increasing their knowledge and confidence in behavior management strategies.

Authors

• Renee Lastrapes, University of Houston - Clear Lake

• Amy Orange, self-employed