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Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

Published online by Cambridge University Press:  04 August 2015

Sue C. O’Neill
Sue C. O’Neill*
Affiliation:
University of New South Wales, Australia
*
Correspondence: Sue C. O’Neill, School of Education, University of New South Wales, Australia. E-mail: sue.oneill@unsw.edu.au
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Abstract

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers’ efficacy related to coursework are discussed.

Keywords

sense of efficacyclassroom and behaviour managementpreservice teacher education
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 117 - 140
Copyright
Copyright © The Author(s) 2015 

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