Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 371 - 380 |
| Number of pages | 10 |
| Journal | Asia Pacific Education Review |
| Volume | 14 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2013 |
Cite this
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Malaysian primary pre-service teachers' perceptions of students' disruptive behaviour. / Zakaria, Norzila; Reupert, Andrea Erika; Sharma, Umesh.
In: Asia Pacific Education Review, Vol. 14, No. 3, 2013, p. 371 - 380.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Malaysian primary pre-service teachers' perceptions of students' disruptive behaviour
AU - Zakaria, Norzila
AU - Reupert, Andrea Erika
AU - Sharma, Umesh
PY - 2013
Y1 - 2013
N2 - The purpose of this paper was to investigate Malaysian primary pre-service teachers? perceptions of students? disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students? disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper.
AB - The purpose of this paper was to investigate Malaysian primary pre-service teachers? perceptions of students? disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students? disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper.
UR - http://link.springer.com.ezproxy.lib.monash.edu.au/content/pdf/10.1007%2Fs12564-013-9268-7.pdf
U2 - 10.1007/s12564-013-9268-7
DO - 10.1007/s12564-013-9268-7
M3 - Article
VL - 14
SP - 371
EP - 380
JO - Asia Pacific Education Review
JF - Asia Pacific Education Review
SN - 1598-1037
IS - 3
ER -