Examining classroom behavioral management and support training and future teachers' effectiveness sense

Abstract

The present study aims to characterize the level of training in behavioral management and support in the classroom and the level of self-efficacy of pedagogy students. The methodology is quantitative, non-experimental, and descriptive. It surveys 88 future teachers (92% women) enrolled at a private university from the Maule Region (Chile). The results reveal that the strategies most used to address behavioral issues are positive language (22.5%), preventative teaching (14.8%), changing sitting location of students with challenging behavior (12.5%), and re-directing behavior (11.6%). The majority of future teachers show insufficient levels of training, due to limited focus on behavioral management and support in their training programs. In conclusion, university pedagogy degrees curricula should include training and activities that develop pedagogy students’ competencies on behavioral support and class management