What does the research say? Theory vs practice : The influence of initial teacher training on classroom management practices for behavior difficulties.

Notice bibliographique

Gauthier, C., Nadeau, M.-F., Yergeau, É., Massé, L., Gaudreau, N. et Lessard, A. (2018). What does the research say? Theory vs practice : The influence of initial teacher training on classroom management practices for behavior difficulties. Special Release 7th Biennial Conference CQJDC (QCCBD). La Foucade, 19, 4-6.

Résumé

A number of practices have been recognized as effective ways to manage difficult behaviour (Gaudreau, 2011), but some of them are either underutilized by teachers in the classroom environment or used without due consideration for the conditions required for their effectiveness (Gable, Tonelson, Sheth, Wilson, & Park, 2012; State, Harrison, Kern, & Lewis, 2017). In this regard, in-service and pre-service teachers point to a lack of prepa-ration during their initial training program, (Bonvin & Gaudreau, 2015; Buell, Hallam, Gamel-Mccormick, & Scheer, 1999), and more so for regular than special teaching educa-tion teachers (Hsein, 2007).

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