Novice teachers’ training and support needs in evidence-based classroom management

Shank, Melissa K.

doi:10.1080/1045988x.2023.2195361

Cited by 2 publications

(3 citation statements)

References 28 publications

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“…For this reason, teacher preparation programs need to provide preservice teachers with the knowledge, skills, and authentic learning experiences to be successful in their profession. Providing high-quality coursework and training emphasizing classroom management and behavioral support is essential for novice teachers to feel adequately prepared to meet the behavioral and academic needs of diverse students (Freeman et al, 2014;Shank, 2023).…”

Section: Importance Of Early Elementary Preservice Teacher Preparationmentioning

confidence: 99%

“…In-service teachers who are highly skilled in classroom management stay in the profession longer, note higher levels of job satisfaction, and experience lower levels of teacher burnout than their less-skilled counterparts (Madigan & Kim, 2021). Moreover, first-year teachers report feeling unprepared to use prevention strategies and EBPs when challenging behaviors arise (Freeman et al, 2014;Shank, 2023). This is especially prevalent in high-need areas, including special education, and causes many teachers to experience burnout and leave the field prematurely (i.e., prior to retirement or promotion; Hester et al, 2020).…”

Section: Importance Of Early Elementary Preservice Teacher Preparationmentioning

confidence: 99%

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Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

Randolph,

Riggleman,

Taylor

et al. 2024

JOSEP

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This article describes the significance of equipping preservice teachers with the knowledge and skills necessary to effectively approach behavioral challenges with early elementary students (i.e., kindergarten to third grade). Early elementary years are crucial for a child’s academic and social development, and students who exhibit challenging behaviors early often face academic struggles and potential long-term negative effects. When educators are prepared to effectively manage challenging behaviors, they provide students with the support needed to succeed. This article also highlights the need for teacher preparation programs to include coursework and practical training emphasizing evidence-based practices in behavior management, effective communication, and behavioral supports. By doing so, teachers can create inclusive and supportive classrooms, reduce disruptive, unexpected behaviors, and improve students’ overall well-being by intervening early and providing a foundation for positive behaviors in school. Early intervention and skill development in K-3 preservice teachers can lead to better academic outcomes, enhanced classroom dynamics, and a brighter future for students with challenging behavior. The authors share recommendations for classroom activities, learning materials, and applications for teacher educators.

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Section: Importance Of Early Elementary Preservice Teacher Preparationmentioning

confidence: 99%

Section: Importance Of Early Elementary Preservice Teacher Preparationmentioning

confidence: 99%

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

Randolph,

Riggleman,

Taylor

et al. 2024

JOSEP

View full text Add to dashboard Cite

show abstract

“…Additionally, establishing a support system where teachers can seek guidance and assistance when confronted with challenges or obstacles in implementing AI in classrooms is essential. Through investments in the training and support of educators, educational institutions can optimise the potential advantages of AI in science education and foster a more interactive and personalised learning environment for students (Shank, 2023).…”

Section: Implementing Ai In Science Teaching: Best Practices and Reco...mentioning

confidence: 99%

Integration of Artificial Intelligence in Science Teaching in Primary Education: Applications for Teachers

Kotsis

2024

EJCEEL

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The purpose of this study is to serve as the central notion that the whole research endeavour revolves around. It provides a framework for examining the potential applications of artificial intelligence (AI) for teachers operating in the field of scientific education. A clear framework for an in-depth analysis that tries to shed light on the opportunities and challenges associated with the use of AI technology in primary scientific education is provided by this thesis statement, which specifies the purpose of the research as well as the scope of the investigation. The project's objective is to broaden the existing body of knowledge and provide insights into the ways in which educators might make use of technologies that are powered by AI to enhance the instructional techniques they use and the outcomes of student learning. In order to do this, a well-prepared thesis statement will ideally be used.

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Novice teachers’ training and support needs in evidence-based classroom management

Cited by 2 publications

References 28 publications

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

Integration of Artificial Intelligence in Science Teaching in Primary Education: Applications for Teachers

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