Reference : What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behavi...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/46560
What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies
English
Glock, Sabine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > ; Bergische Universität Wuppertal > School of Education - Institut für Bildungsforschung]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Feb-2021
British Journal of Educational Psychology
Wiley
Yes
International
[en] internalizing behaviour ; externalizing behaviour ; classroom management
[en] Background. All over the word, classrooms are getting more and more diverse and
teachers are required to effectively manage these classes even when students have special
education needs (SEN).
Aims. The study aimed to investigate classroom management strategies and interpersonal
teacher behaviour in relation to students internalizing and externalizing behaviour,
whereby we varied the diagnosis of special educational needs.
Sample. Two hundred and fifty-four German pre-service teachers (143 female) with a
mean age of 26.04 years participated in the study.
Method. Using an experimental between-subjects design, a fictitious student was
described as exhibiting either internalizing or externalizing behaviour. Additionally, we
varied whether the student was diagnosed as having SEN or not. The participants were
asked to indicate which strategies they would apply and how they would interact with
students.
Results. Results showed that teacher interaction in response to both students with
internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour
(i.e. high level of cooperativeness with certain level of dominance), whereas pre-service
teachers applied all classroom management strategies to minimize effects of student
behaviour on learning time. Although pre-service teachers adapted their responses based
on type of behaviour, they only made allowances for internalizing behaviour while their
response to externalizing behaviour did not vary much as a function of a SEN diagnosis.
Conclusions. Together, these findings highlight the importance of providing preservice
teachers with the pedagogical knowledge concerning effective classroom
management and flexible use of strategies in response to diverse student needs in
inclusive classrooms.
Researchers ; Professionals
http://hdl.handle.net/10993/46560
10.1111/bjep.12412
https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12412

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