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Effective teacher professional learning on classroom behaviour management: A review of literature

Abstract
Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.
Type
Journal Article
Type of thesis
Series
Citation
Paramita, P. P., Anderson, A., & Sharma, U. (2020). Effective teacher professional learning on classroom behaviour management: A review of literature. Australian Journal of Teacher Education, 45(1), 61–81. https://doi.org/10.14221/ajte.2020v45n1.5
Date
2020
Publisher
Edith Cowan University
Degree
Supervisors
Rights
© 2020 authors retain copyright