Understanding Pre-Service Teacher's Perceptions and Responses to Behaviour in the Classroom while on Professional Experience

Abstract

<p>Student behaviour and how to manage this behaviour in the classroom, has been an issue in classrooms for as long as schools have been in existence (Millei & Petersen, 2015). It takes up time in the classroom and detracts students from learning (McDonald, 2019). How student behaviour is perceived in the classroom can depend on the perceiver's own set of attributes as well as their self-efficacy and beliefs (Rose & Nelson, 2018). This research aims to explore these perceptions of student behaviour in the classroom by adopting a qualitative case study methodology. It is guided by a conceptual framework of Bronfenbrenner’s Bioecological model (1995) and Sen’s Capability Approach (CA) (1997), with semi-structured interview questions. Two participants (Pre-Service Teachers) were interviewed at the beginning and end of their final placements at a school in Melbourne. Several themes were generated from the data analysis which utilised an inductive and deductive process of reflexive thematic analysis. These themes include the tendency to view behaviours as low-level concerns, the importance of creating positive student-teacher relationships, the need for aligned perspectives between PSTs and Teacher Mentors (TM), the influence individual factors of teachers have on perception, and an absence of theoretical knowledge relating to wellbeing in ITE courses. This study reveals the multiple influences that reside within each individual when perceiving behaviour in the classroom.</p>