A cross-sectional study of student teachers' behaviour management strategies throughout their training years

Despite the importance of behaviour management training, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regards to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be primary teachers. The most significant differences were found between first and second year student teachers in regard to their use and confidence of initial and later corrective strategies, and between second and third year student teachers in terms of their use and confidence in differentiating the curriculum and preventative strategies. The findings have implications for teacher training programs and future research.