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The development of aggression management competence in pre-service teachers : an exploratory pilot study

Delphine Franco (UGent) and Martin Valcke (UGent)
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Abstract
Aggressive behaviour in the classroom has a major impact on the learning environment, including on students’ and teachers’ well-being (Alvarez, 2007; Oliver & Reschly, 2007). Teachers have the responsibility to create and maintain a safe learning environment, by making appropriate classroom management decisions. As only 10 to 20% of classroom management problems require reactive strategies (Jones & Jones, 2012) and, applied to aggressive behaviour, literature favours preventive and curative strategies at school level, novice teachers mostly fail to react properly to actual students’ aggressive behaviour in the classroom. Furthermore, they report a theory-practice gap between the knowledge and skills they acquire during their initial training and the situations they have to deal with (Allan & Wright, 2014; Oliver & Reschly, 2007). One possible explanation for this gap is the lack of authentic learning experiences provided by initial teacher training programmes, which is, due to ethical reasons, difficult to incorporate. An alternative approach is the use of clinical simulations. Although well-embedded within other domains, implementation and evaluation of clinical simulations in teacher education remain scarce (Kaufman & Ireland, 2016). Therefore, this exploratory pilot study fills this gap by investigating (1) the mastery level of the aggression management competence within pre-service teachers and (2) if (online) clinical simulations can contribute to the development of this competence.
Keywords
Classroom management, clinical simulations, aggression

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Please use this url to cite or link to this publication:

MLA
Franco, Delphine, and Martin Valcke. “The Development of Aggression Management Competence in Pre-service Teachers : an Exploratory Pilot Study.” American Educational Research Association Annual Meeting. 2019. Print.
APA
Franco, D., & Valcke, M. (2019). The development of aggression management competence in pre-service teachers : an exploratory pilot study. American Educational Research Association Annual Meeting. Presented at the American Educational Research Association Annual Meeting.
Chicago author-date
Franco, Delphine, and Martin Valcke. 2019. “The Development of Aggression Management Competence in Pre-service Teachers : an Exploratory Pilot Study.” In American Educational Research Association Annual Meeting.
Chicago author-date (all authors)
Franco, Delphine, and Martin Valcke. 2019. “The Development of Aggression Management Competence in Pre-service Teachers : an Exploratory Pilot Study.” In American Educational Research Association Annual Meeting.
Vancouver
1.
Franco D, Valcke M. The development of aggression management competence in pre-service teachers : an exploratory pilot study. American Educational Research Association Annual Meeting. 2019.
IEEE
[1]
D. Franco and M. Valcke, “The development of aggression management competence in pre-service teachers : an exploratory pilot study,” in American Educational Research Association Annual Meeting, Toronto, 2019.
@inproceedings{8614930,
  abstract     = {Aggressive behaviour in the classroom has a major impact on the learning environment, including on
students’ and teachers’ well-being (Alvarez, 2007; Oliver & Reschly, 2007). Teachers have the
responsibility to create and maintain a safe learning environment, by making appropriate classroom
management decisions. As only 10 to 20% of classroom management problems require reactive
strategies (Jones & Jones, 2012) and, applied to aggressive behaviour, literature favours preventive and
curative strategies at school level, novice teachers mostly fail to react properly to actual students’
aggressive behaviour in the classroom. Furthermore, they report a theory-practice gap between the
knowledge and skills they acquire during their initial training and the situations they have to deal with
(Allan & Wright, 2014; Oliver & Reschly, 2007). One possible explanation for this gap is the lack of
authentic learning experiences provided by initial teacher training programmes, which is, due to ethical
reasons, difficult to incorporate. An alternative approach is the use of clinical simulations. Although
well-embedded within other domains, implementation and evaluation of clinical simulations in teacher
education remain scarce (Kaufman & Ireland, 2016). Therefore, this exploratory pilot study fills this
gap by investigating (1) the mastery level of the aggression management competence within pre-service
teachers and (2) if (online) clinical simulations can contribute to the development of this competence.},
  author       = {Franco, Delphine and Valcke, Martin},
  booktitle    = { American Educational Research Association Annual Meeting},
  keywords     = {Classroom management,clinical simulations,aggression},
  language     = {eng},
  location     = {Toronto},
  title        = {The development of aggression management competence in pre-service teachers : an exploratory pilot study},
  year         = {2019},
}