Section archive - Instruction in Teacher Training

This study explores the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of final-year pre-service teachers in Australia. The findings reveal that the completion of mandatory, or a combination of mandatory and elective classroom behaviour management units, was associated with higher feelings of preparedness for all categories of problematic behaviours. Furthermore, pre-service teachers indicated they were familiar with a broad range of options for managing student misbehaviour from their coursework preparation.

The purpose of this research was to examine students’ views on the value of their own and others’ prior experiences in the performance and completion of the tasks. They were also asked about how prior experiences might affect the dynamic of the groups they worked in and what improvements might make the tasks more effective. The findings revealed that prior experiences, particularly those related to practical skills, were valued by the students as contributory factors to the successful completion of collaborative tasks. Furthermore, some of the students’ prior experiences led them to take a less active role in the tasks, while others led students to appear highly opinionated. The students were in agreement that there was a need for mutual respect and acceptance of others’ ideas in order to make the groups work effectively.

In this article, the authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills.

The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.