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Research-Based Behavior Management Practices: Assessing Teacher Preparation Programs' Curricula in Eight African Countries

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Title: Research-Based Behavior Management Practices: Assessing Teacher Preparation Programs' Curricula in Eight African Countries
Language: English
Authors: Morgan Chitiyo, Komlantse M. Gossou, Victor Alasa, Ambumulire Itimu-Phiri, Fumane Khanare, Felix K. Kumedzro, Richard Makoni, Newlin Marongwe, Dominic Oko, Simon G. Taukeni, Emmanuel Zhanda
Source: International Journal of Whole Schooling. 2024 20(1):83-100.
Availability: Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Classroom Techniques, Student Behavior, Teacher Education Programs, Cross Cultural Studies, Evidence Based Practice, Educational Practices, Behavior Problems, Program Evaluation, Elementary Secondary Education, Foreign Countries
Geographic Terms: Africa
ISSN: 1710-2146
Abstract: Schoolteachers worldwide continue to encounter challenging behavior in their classrooms. As a result, teacher preparation programs are receiving more scrutiny regarding how well they are preparing their teacher candidates to effectively address challenging behavior especially in line with the principles of whole schooling. The overarching purpose of this research was to identify the extent to which pre-service teacher preparation programs in eight African countries provided training in classroom and behavior management. The study was predicated on the premise of accentuating the scope of the teacher preparation experience in addressing critical research-based features of classroom and behavior management. Curricula from 11 teacher preparation institutions from across eight African countries were collected and analyzed to explore the extent to which the programs were addressing research-based practices in classroom and behavior management in the preparation of their teacher candidates. Results indicated that only three of the programs offered courses that were specific to behavior and classroom management and only one of the programs addressed some of the specific research-based practices--and very minimally so. This study highlights the need to further examine teacher preparation programs in the different countries with the goal to incorporate and promote research-based practices in behavior and classroom management.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432369
Database: ERIC
FullText Links:
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  Data: Research-Based Behavior Management Practices: Assessing Teacher Preparation Programs' Curricula in Eight African Countries
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Whole+Schooling%22"><i>International Journal of Whole Schooling</i></searchLink>. 2024 20(1):83-100.
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  Data: Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
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  Data: Schoolteachers worldwide continue to encounter challenging behavior in their classrooms. As a result, teacher preparation programs are receiving more scrutiny regarding how well they are preparing their teacher candidates to effectively address challenging behavior especially in line with the principles of whole schooling. The overarching purpose of this research was to identify the extent to which pre-service teacher preparation programs in eight African countries provided training in classroom and behavior management. The study was predicated on the premise of accentuating the scope of the teacher preparation experience in addressing critical research-based features of classroom and behavior management. Curricula from 11 teacher preparation institutions from across eight African countries were collected and analyzed to explore the extent to which the programs were addressing research-based practices in classroom and behavior management in the preparation of their teacher candidates. Results indicated that only three of the programs offered courses that were specific to behavior and classroom management and only one of the programs addressed some of the specific research-based practices--and very minimally so. This study highlights the need to further examine teacher preparation programs in the different countries with the goal to incorporate and promote research-based practices in behavior and classroom management.
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