Pre-Service Teacher Preparation for Managing Behavior Problems

This study examined general education pre-service teachers' knowledge, skills, and dispositions for dealing with behavior problems in the elementary classroom. The investigation focused on four areas including pre-service teacher: (1) knowledge of characteristics of behavior disorders and strategies for dealing with behavior problems; (2) skills for implementing strategies; (3) dispositions to implement strategies; and (4) perceptions of barriers and facilitators to the implementation of strategies for decreasing problematic behaviors. Results indicated that the pre-service teachers perceived themselves as prepared in regard to knowledge and skills for overall classroom management. They did not, however, perceive themselves as knowledgeable or skillful in managing students with problematic behaviors. The pre-service teachers perceived themselves as being disposed to implement strategies to manage problematic behavior, but had difficulty recognizing when they needed to alter strategies that they were using or use different strategies.