Perceptions of Education Interns on the Management of Classroom Behaviors

Seyithan Demirdag

Abstract


Teacher quality is one of the most important indicators of students’ academic achievement. Lack of preparation is cited as one of the reasons why teachers leave their teaching profession. According to literature, teachers believe that students with disabilities in inclusive settings may detract from the instructional time as such students might be slow learners and have behavior problems and will require educators with specialized teaching skills. The participants of the study included students from an education faculty during their final semesters. Quantitative research methods were employed to examine interns’ readiness and knowledge of evidence-based practices to manage classroom behaviors for students with disabilities in inclusive classrooms. The findings suggested that there was evidence that some teaching interns felt uncertain of their ability to manage classroom behaviors. Many participants expressed that they were uncertain about how they may cope with the pressures of classroom behavior management.


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