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The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences

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Title: The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences
Language: English
Authors: Sciuchetti, Maria B., Yssel, Nina
Source: Australian Journal of Teacher Education. Jun 2019 44(6):19-34.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Self Efficacy, Classroom Techniques, Self Management, Field Experience Programs, Special Education, Special Education Teachers, Evidence Based Practice, Job Satisfaction, Teacher Burnout, Females, Faculty Development, Beginning Teachers, Experienced Teachers, Teacher Persistence
ISSN: 1835-517X
Abstract: Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers' self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1221211
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences
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  Data: <searchLink fieldCode="AR" term="%22Sciuchetti%2C+Maria+B%2E%22">Sciuchetti, Maria B.</searchLink><br /><searchLink fieldCode="AR" term="%22Yssel%2C+Nina%22">Yssel, Nina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Jun 2019 44(6):19-34.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink>
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  Data: 1835-517X
– Name: Abstract
  Label: Abstract
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  Data: Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers' self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.
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  Data: 2019
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 19
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
    Titles:
      – TitleFull: The Development of Preservice Teachers' Self-Efficacy for Classroom and Behavior Management across Multiple Field Experiences
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            NameFull: Sciuchetti, Maria B.
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            NameFull: Yssel, Nina
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              Type: published
              Y: 2019
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              Value: 44
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