What does the research say? Theory vs practice : The influence of initial teacher training on classroom management practices for behavior difficulties. - Chaire-réseau de recherche sur la jeunesse du Québec

Notice bibliographique

Gauthier, C., Nadeau, M.-F., Yergeau, É., Massé, L., Gaudreau, N. et Lessard, A. (2018). What does the research say? Theory vs practice : The influence of initial teacher training on classroom management practices for behavior difficulties. Special Release 7th Biennial Conference CQJDC (QCCBD). La Foucade, 19, 4-6.

Résumé

A number of practices have been recognized as effective ways to manage difficult behaviour (Gaudreau, 2011), but some of them are either underutilized by teach-ers in the classroom environment or used without due consider–ation for the conditions required for their effectiveness (Gable, Tonelson, Sheth, Wilson, & Park, 2012; State, Harrison, Kern, & Lewis, 2017). In this regard, in-service and pre-service teachers point to a lack of prepa-ration during their initial training program, (Bonvin & Gaudreau, 2015; Buell, Hallam, Gamel-Mccormick, & Scheer, 1999), and more so for regular than spe-cial teaching educa-tion teachers (Hsein, 2007).