The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway

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The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway

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dc.contributor.author Kyriacou, Chris en_GB
dc.contributor.author Avramidis, Elias en_GB
dc.contributor.author Høie, Harald en_GB
dc.contributor.author Stephens, Paul en_GB
dc.contributor.author Hultgren, Åge en_GB
dc.contributor.department University of York; University of Exeter, at the time of publication Elias Avramidis was at the University of York; University of Stavanger en_GB
dc.date.accessioned 2008-12-05T16:38:46Z en_GB
dc.date.accessioned 2011-01-25T11:52:04Z en_US
dc.date.accessioned 2013-03-20T16:43:45Z
dc.date.issued 2007-08 en_GB
dc.description.abstract A group of postgraduate (secondary school) student teachers attending a teacher training course in York (England) and Stavanger (Norway) completed a questionnaire at the start (N = 174) and at the end (N = 128) of their course which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pupil misbehaviour, the strategies for dealing with pupil misbehaviour, and their confidence that as a full-time teacher they will have the skills needed to keep pupils engaged in their work and to deal with pupil misbehaviour that occurs. Overall, the major factor accounting for pupil misbehaviour was reported to be 'parents who do not instil pro-school values in their children'; the most frequent pupil misbehaviour reported was 'talking out of turn (e.g. calling out, interrupting, inappropriate remarks or distracting chatter during the lesson)'; and the strategy rated most positively was 'establish clear and consistent school and classroom rules about the behaviours that are acceptable and that are unacceptable'. Both the York and Stavanger students grew in confidence over the year. The study also highlights areas where there appear to be shifts in students' views over the course of their training year and differences between the students across the two settings (York and Stavanger). en_GB
dc.identifier.citation 33(3), pp.293-307 en_GB
dc.identifier.doi 10.1080/02607470701450288 en_GB
dc.identifier.uri http://hdl.handle.net/10036/41947 en_GB
dc.language.iso en en_GB
dc.publisher Routledge en_GB
dc.relation.url http://www.informaworld.com/smpp/content~content=a780451658~db=all~order=page en_GB
dc.subject student teachers en_GB
dc.subject teacher training en_GB
dc.subject pupil misbehaviour en_GB
dc.subject classroom teaching skills en_GB
dc.subject challenging schools en_GB
dc.subject classroom rules en_GB
dc.subject school rules en_GB
dc.title The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway en_GB
dc.type Article en_GB
dc.date.available 2008-12-05T16:38:46Z en_GB
dc.date.available 2011-01-25T11:52:04Z en_US
dc.date.available 2013-03-20T16:43:45Z
dc.identifier.issn 0260-7476 en_GB
dc.description This is a postprint of an article whose final and definitive form has been published in the Journal of Education for Teaching© 2007 Copyright Taylor & Francis; Journal of Education for Teaching is available online at http://www.informaworld.com en_GB
dc.identifier.eissn 1360-0540 en_GB
dc.identifier.journal Journal of Education for Teaching en_GB


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