@inproceedings{8728233,
  abstract     = {{Introduction 
Aggressive behavior in classrooms has a major impact on the learning environment (e.g., Oliver & Reschly, 2007). Although reacting properly to students’ aggressive behavior is considered a key competence, novice teachers often report feeling ill-prepared due to a lack of behavioural repertoire and inadequate cognitions (Allen & Wright, 2014; Darling-Hammond, Newton, & Wei, 2010; Korthagen, Loughran, & Russell, 2006; Reupert & Woodcock, 2010). This theory-practice gap in teacher education results from both the focus on preventive strategies regarding aggressive behavior and the lack of authentic learning experiences in initial teacher training programs. 

Based on Blömeke, Gustafsson and Shavelson’s approach of competence development (2015), students have to master the underlying cognitive and affective-motivational dispositions in order to perform a specific behavior. To develop these dispositions, situation specific skills (e.g. perception, interpretation, decision-making; PID-skills) need to be challenged. The use of online clinical simulations as presented in this study, seems promising as they fulfill the need for authentic learning environments by providing complex and challenging situations. Additionally, they allow teacher-educators to measure the competence development process of preservice teachers through analyzing their PID-skills (De Coninck, Valcke, & Vanderlinde, 2018). 

Objectives 
This study aims to fill the aforementioned gap by gaining insight into the contribution of online clinical simulations to the development of the aggression management competence (AMC) of student-teachers. Two research questions were put forward: (1) What encompasses the aggression management competence? and (2) Do online clinical simulations contribute to the development of this competence? 

Methods 
To tackle the first research question, a literature study concerning aggression, classroom management and de-escalation techniques was conducted, resulting in a theoretical framework. Next, this framework was validated in the field by conducting individual (online) interviews with in-service teachers and other experts (e.g. psycho-pedagogical counsellors) to ensure its practical applicability. 

As to the second research question, 135 students enrolled in a one-year university level teacher training programme participated in two online clinical simulations. Student were invited to react explicitly (in writing) to the simulations at specific moments in time. After developing a coding scheme, qualitative data analysis on students’ answers was carried out. This resulted in the calculation of an individual index score, which is considered as the mastery level measure of students’ AMC.. Finally, a paired-samples t-test was conducted to compare the standardized mean index scores of the first and second simulation. 


Results 
The results of the literature study and the validation exercise resulted in a final revised version of a general AMC model, reflecting both strategies and attitudes to deal with students’ verbal aggressive behavior (e.g. cognitive dispositions; Blömeke, Gustafsson, & Shavelson, 2015). 

Regarding the second research question, the paired samples t-test showed that the simulations positively impact the development of student-teachers’ aggression management competence (significance level p< 0.05). Regarding the situation-specific skills, there was a significant difference in the perception scores between both simulations (M=5.34, SD=1.72) (M=6.07, SD=1.83); t(131)=-4,16 p< 0.05. For decision making skills too a significant difference was found (M=2,14, SD=0,73) (M = 2,95, SD = 1,24); t(131)=-7,45, p<0.05. Finally, no significant difference between the first and second simulation could be discerned for the interpretation scores (M = 0,73, SD = 0.74) (M=0,88, SD=1.15); t(91)=-3.87, p>0.05.}},
  author       = {{Franco, Delphine and Vanderlinde, Ruben and Valcke, Martin}},
  booktitle    = {{Scientific Network Meeting W000519N : developing and stimulating competencies : methodological challenges and opportunities for research, Abstracts}},
  language     = {{eng}},
  location     = {{Leuven, Belgium}},
  title        = {{Dealing with verbal aggression in the classroom : developing student-teachers’ aggression management competence}},
  year         = {{2021}},
}