Pre-Service Teachers’ Responses to Student Behavior in a Mixed-Reality Environment

Abstract

This study examined whether student gender and the type of student misbehavior affected the classroom management techniques of pre-service teachers. Participants were pre-service teachers who interacted with avatar students controlled by an actor in a mixed-reality environment. Avatar students' behaviors were systematically coded along with their gender. Preservice teachers' responses were organized into four categories: coercion, retreatism, normative, and remunerative. Preservice teachers' use of proximity and tone of voice were also recorded. Data were analyzed using chi-square and ANOVA tests. Significant differences in pre-service teacher responses were found for type of avatar student misbehavior but not avatar student gender. Results and implications for future research are discussed.

Typology of Teachers in Terms of Perceived Students’ Misbehavior – Differences in Teachers’ Self-Efficacy

“…According to Black et al (2016), beginning teachers are most concerned about not being able to control the behavior of students, and students not perceiving them as an authority. These teachers usually do not have enough knowledge, experience, and skill to address and respond to inappropriate students' behavior and/or behavior that is not consistent with the teachers' expectations.…”

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

“…Hamilton 2015found that classroom behaviour management theories in teacher education are generally taught on a continuum of behaviourist to humanistic approaches, with the former problematising the student, and the latter providing another model where teachers drive teacher-student relationships. Understandably, teacher education students are more confident in addressing behaviours that are low-level and less confrontational (Black et al, 2016). Therefore it comes as little surprise that first year teacher education students are found to use more corrective measures, be less confident and consider their management strategies to be less effective in the face of significant challenge (Reupert & Woodcock, 2010).…”

“…Effectively managing behaviours in the classroom is arguably the most important skill that can be delivered in teacher education (O'Neill & Stephenson, 2014;Woodcock & Reupert, 2012). Often graduate teachers are "bewildered and overwhelmed" (Subban & Round, 2015, p. 118) or fearful of not being able to manage the class (Black, Noltemeyer, Davis, & Schwartz, 2016).…”

Basic school teachers’ personality type as determinant of classroom management in Lagos State, Nigeria

“…The study of George, Sakirudeen, and Sunday [4], have shown that most schools recommendations on classroom management is to use flexibility in instructions. Classroom management act like an umbrella that gives cover or protection to every activity of the classroom [5]. Two types of classroom management styles were identified by Williams [6] and they are; as proactive and reactive approaches.…”