Final Ready For Print - Research Project

PRE-SERVICE TEACHERS AND THEIR
INEXPERIENCE WITH BEHAVIOURAL

MANAGEMENT
A qualitative study into the growing problem of pre-service teachers

perceived inexperience and lack of confidence with behavioural
management.
The way forward for university behavioural management education.
David Jacka S00180654
Australia Catholic University Strathfield Campus
Research Project for EDCU607

EDCU607 Research Project
Table of contents
Section 1: 3
Introduction...
1.1: Research rational 3

...
1.2: Research 3
questions..
1.3: 3
Aim..
1.4: Method and plan for 3
research.
Section 2: Literature 4-5
Review.
Section 3: 6
Methodology..
3.1: 6
Epistemology...
3.2 Methods of data collection: In-depth 6
interviews..
3.3: Strengths and weaknesses of in-depth 6
interviews...
3.4: The 7
participants..
3.5: Methods of analysis: 7
Coding..
Section 4: Presentation of 8
Data.
4.1: Explanation of data presentation 8
...
4.2: Research question 1: Pre-service teachers. TABLE 8-10
1
4.3: Research question 2: In-service teachers. TABLE 10-
2.. 11
4.4: Research question 2: In-service teachers. TABLE 12-
3.. 13
Section 5: Discussion of 14
2
Results.
5.1: Introduction to discussion.. 14
.
5.2: Discussion of primary research 14-
question... 16
5.3: Discussion of secondary research question: 17-
Alterations 18
5.4: Discussion of secondary research question: 18-
Advice... 19
Section 6: 19-
Conclusion. 20
Section 7: 21-
References.. 22
Section 8: 23
Appendices.
Appendix 1: TABLE 23-
1.1.................. 24
Appendix 2: TABLE 24
2.1.
Appendix 3: Interview questions for pre-service 25
teachers.....
Appendix 4: Interview questions for in-service 26
teachers...
Appendix 5: 27
Timeline.
Appendix 6: Copies of information letter and participation
consent forms
[Not given a page number as included
separately]
Appendix 7: Participant transcripts
[Not given a page number as included
separately]
Section 1: Introduction
3
1.1: Research rationale
Existing literature has identified that it takes four to seven years for a
teacher to identify themselves as competent (Unal & Unal, 2009, p.
259). A competent teacher is defined by Unal and Unal (2009) as a
teacher that has a wide variety of classroom and behavioural skills and
strategies which they can confidently apply to the unpredictable and
dynamic nature of the classroom. It is also understood that employers
value pre-service teachers that are confident and successful with their
behavioural management skills (ONeill & Stephenson, 2012). These two
factors create an environment where pre-service teachers are aware of
their inexperience with behavioural management (Reupert & Woodcock,
2010). Research by Reupert and Woodcock (2010; 2011) and Unal and
Unal (2009) have provided evidence highlighting the lasting effects of this
issue, as they found that a lack of confidence and inexperience with
behavioural management is resulting in increasing drop-out rates of pre-
service and early in-service teachers.
1.2: Research questions
This issue has prompted the researcher to ask the primary question: How
could universities offer pre-service teachers more experience and
confidence in using a range of preventative and more invasive
behavioural strategies?. A second subsidiary question which aims to
complement and enhance the expected findings of the primary research
question will also be asked: How did in-service teachers develop their
confidence and range of behavioural management skills?.
1.3: Aim
The aim of this research project is to find answers to the growing problem
of pre-service teachers perceived inexperience and lack of confidence
with behavioural management. An analysis of the research findings will be
compared with existing literature to suggest ways that university
behavioural management education can be changed and adapted to
4
support pre-service teachers and their identified weaknesses with

behavioural management.
1.4: Method and plan for research
In order for these questions to be answered, this research project has

employed action research in the form of in-depth interviews. In-depth
interviews will operate as the primary method of data collection and all
the findings in this paper have arisen from the resulting analysis. In terms
of epistemology, an ontological approach has been used as it
complements the qualitative approach to research and allows the
researcher to use a subjective view when collecting and analysing the
data. All interviews with pre-service teachers have come from the
Australian Catholic University [ACU] and all in-service teachers
interviewed are registered to teach in New South Wales.
Section 2: Literature Review
Due to the vast amount of literature written on the topic of behavioural

management, this literature review will focus on research exploring pre-
service teachers inexperience with behavioural management.
Behavioural management is defined as any intervention which aims to
limit and prevent misbehaviour (Unal & Unal, 2009). Behaviour
management is largely concerned with the future prevention of
undesirable behaviour (Unal & Unal, 2009). This prevention of undesirable
behaviour and its practice has its foundations in the operant conditioning
theory as coined by Skinner (1953). Skinners operant conditioning theory
focuses on how an individuals behaviour will change based on the
response they are given (ODonohue, 2001). If punishment is handed out,
there is less chance that that behaviour will be repeated (ODonohue,
2001). The same can be said for positive reinforcement as behaviour met
with positivity is often repeated (ODonohue, 2001). In the modern
classroom, behavioural management has been identified as the biggest
concern for pre-service teachers (Unal & Unal, 2009; Reupert & Woodcock,
5
2011; Reupert & Woodcock, 2010; Stoughton, 2007; ONeill & Stephenson,
2012). The well-being and stress levels of pre-service and in-service
teachers are often dictated by the teachers behavioural management
skills (Reupert & Woodcock, 2011).
Ayers (2004) exposes that effective behaviour management skills are the
most persistent perceived needs of pre-service teachersthe sina qua
non of teaching itself (as cited in Stoughton, 2007, p. 1025). This was
echoed by Stoughtons (2007) findings which place behavioural
management as a moderate to major concern for pre-service teachers
(p. 1025). The necessity of developing strong behavioural management
skills are also interlinked with drop-outs from the profession. Unal and
Unal (2009) found that those who do not develop a range of usable
strategies are more likely to leave the profession. A lack of confidence in
ones abilities is often increased by pre-service teachers blaming the
actions of student misbehaviour on themselves (Reupert & Woodcock,
2010). Teachers with confidence and more experience often do not blame
themselves and attribute continued misbehaviour to factors outside their
control (such as student personal circumstances) (Reupert & Woodcock,
2010). Data collected by ONeill and Stephensons (2012) questionnaire
style survey of pre-service teachers indicated that pre-service teachers
can gain confidence by having access to behavioural management
courses.
Stoughtons (2007) qualitative and interpretivist style analysis found that

there is a rift between the student-centred behavioural management
skills taught and what students are observing in their practicums (p.
1025). Stoughtons (2007) analysis of student reflections exposed that
although their education is teaching them about student-centred way to
deal with misbehaviour, it is far from the unitary visions of teachers
that pre-service teachers are observing within classrooms (p. 1035). Unal
and Unal (2009) argue that internationally, behavioural management
subjects often focus on applying non-interventionist theory, that is,
student-centred, shared controlled. However, when pre-service teachers
6
enter practical experiences, they are often met with the opposite: more
traditional teacher-orientated assertive discipline classrooms
(interventionist theory). The result is cohorts of pre-service teachers with
approaches to behaviour theory that are completely opposite to what they
are observing first-hand from in-service teachers. Maskan (2007) was able
to communicate this rift as 81 percent of those surveyed found
behavioural management in teacher education too disconnected from the
real world of the classroom (p. 340).
Pre-service teachers use the strategies that they feel most comfortable
using (Reupert & Woodcock, 2010; Reupert & Woodcock, 2011; ONeill &
Stephenson, 2012). Reupert and Woodcock (2011) found that pre-service
teachers in both Australia and Canada used initial corrective strategies
(such as name warnings) more extensively than intrusive corrective and
preventative strategies (reward systems, referring students to other
professionals). It was found that this overuse of less intrusive strategies
correlated with pre-service teachers feelings of comfort and confidence
towards using these less-invasive and non-preventative methods.
7
Section 3: Methodology
3.1: Epistemology
It is the belief of the researcher that the world is not something that can
be divided into black and white, but rather, it is a place of grey. The
ontological approach chosen by the researcher is one where reality is
constructed, rather than objectively measurable (Broom, 2005). Reality is
not something that is set in stone and objectively true, (as seen by
positivists), but is something that is uniquely valid for each person
(Broom, 2005). Therefore, knowledge must be subjective and open for
interpretation. The benefit of this epistemology is that it looks for
patterns, common themes and irregularities in common experience to be
examined (Broom, 2005). Consequently, this qualitative research aims not
to disprove or prove, but rather, to add to pre-existing ideas (Broom,
2005).
3.2 Methods of data collection: In-depth interviews
The epistemology of the researcher is one that believes the researcher

should be part of the action. This type of research is known as action
research and it will be utilised in combination with the method of in-depth
interviews. In-depth interviews are useful in establishing common themes
and combine the best aspects of semi-structured and unstructured
interviews (Broom, 2005). The questions presented in in-depth interviews
are designed, like open interviews, to allow for conversation to flow, rather
be than hindered by tight or closed parameters (Broom, 2005). By utilising
a more open conversational style approach, the researcher will record
notes on body language and specific speech changes (such as raise or
lowering tone for effect).
It must be noted that for all its strengths, in-depth interviews are limited
by the researcher being part of the study itself. As a result, the research
found cannot be completely labelled as objective or uninfluenced by bias.
However, it is the ontological belief of the researcher, and that of Broom
(2005), that all research contains some degree of bias (p. 72). The study
8
is not looking for some universal objective truth, but rather, for insight
into how some actors within the world of teaching negotiate their
problems with behaviour management.
3.3: Strengths and weaknesses of in-depth interviews
In-depth interviews have been chosen as the method of data collection as

they provide rich data, details and new insights (Boyce and Neale, 2006).
Since in-depth interviews provide much more detailed information than
other methods of data collection, such as surveys, they can offer a more
complete picture of the participants thoughts and behaviours (Boyce, and
Neal, 2006). As in-depth interviews require greater face-to-face contact
with the participants, they can provide a more open, shared and relaxed
environment to foster a conversational approach in which to collect data
(Division of Research and Learning in Formal and Informal Settings
[DRLFIS], 2010).
No one method of data collection is perfect and in-depth interviews are no

exception. One of the primary weaknesses of in-depth interviews arises
from one of its core strengths: flexibility. Since in-depth interviews create
a conversational style approach, the flexibility needed in discussion can
result in inconsistencies across interviews, where key questions may be
overlooked in order to continue the flow of the interview (DRLFIS, 2010).
Given that in-depth interviews by definition look to obtain comprehensive
results, the sheer volume of data created can often be too large and
difficult for inexperienced researchers to transcribe and analyse
effectively (Boyce and Neale, 2006).
3.4: The participants
The participants gathered were three pre-service teachers (completing a

Masters degree in primary education at ACU and were in their final year)
and three in-service teachers (with four or more years experience). In an
effort to avoid bias, the participants did not have any personal connection
with the researcher. This research project has met ethical standards
through participants giving informed consent and ensuring confidentiality
9
(see Appendix 6). Informed consent ensures that all involved are actively
collaborating with the research and are adequately informed of its
purposes (Sanber, 2016). This research project has also ensured that it
has met the National Statement on Ethical Conduct in Research Involving
Humans (1999).
3.5: Methods of analysis: Coding
Once the interviews were completed and transcribed, the researcher used
the technique of open coding (Ezzy, 2002, p. 89). Open coding is a
process whereby the researcher uses the margins of the transcript to
record notes of anything of significance (Ezzy, 2002). Colour coding or
axial coding has also been incorporated to help identify common themes
(Broom, 2005; Corbin and Strauss, 1998). These themes were then
compiled into a table for the purpose of analysis (see Tables 1, 2 and 3).
10
Section 4: Presentation of data
4.1: Explanation of data presentation
The results are condensed into tables organised by reoccurring theme.

The tables shown in this section (Tables 1, 2 and 3) highlight data that is
directly related to the suggested alterations made in the discussion
section of this paper. The themes not directly relevant to the behavioural
management alternations can be found in Appendix 1 (Tables 1.1 and 2.1).
These remain important considerations and are also referred to
throughout the discussion in Section 5.
4.2: Research question 1: Pre-service teachers

How could universities offer pre-service teachers more
experience and confidence in using a range of preventative and
more invasive behavioural strategies?
TABLE 1: Major reoccurring themes found through three pre-service

teachers (PST. #) interviews which lead to suggested alterations
Axial
Reoccurri coding Quotes from pre-service Theme explained
ng theme (colour teachers
)
PST.1: Its the one unit that should One of the most commonly
be made compulsory as it's the one discussed themes that arose
The unit that would really benefit us. throughout all interviews.
importanc All three PSTs believed that a
e of Fluoresce PST.2: But just personally I would dedicated and compulsory
having a nt definitely make the behaviour behavioural management
compulsor (fluoro) management not an elective I think unit would assist them.
PSTs 1 and 3 had completed
y orange that's one of the key content areas
an elective unit on
behaviour and that's needed for teachers.
behavioural management,
al
PST 2 had not.
managem PST. 3: There was a noticeable
PST 1 and 3 had indicated
ent unit difference in my ability just because
that they were better off with
of this subject (elective behavioural
the learning it provided.
11
management subject).
PST. 1: I think it would be much A theme that arose through

more beneficial to act out a role play all three pre-service
of sorts and our cohort would, I teachers.
believe anyway, be especially There was no dedicated
helpful. question prepared to ask the
PST. 1: I wasnt prepared (for my pre-service teachers about
job role play interview) because I role play teaching strategies.

The idea arose in the
didnt know what they were going to
interview from open
do and I think that university could
conversation and was not
do that too.
prompted.
Role play Maroon PST. 2: Here are some strategies All PSTs believed that role
as a for this type of child or this
play would assist them in
teaching situation... They could show us a
gaining more confidence and
tool video or something then act it out.
experience with behavioural
PST. 3: There's no scenario based
management.
in Tuts... So like its all (classes) like
really theory based. There's no come
out the front of the class. It would
totally prepare and give you more
confidence.
PST 3: With drama and music how
you have to practically demonstrate
your ability and competence to do
the respective your skill. You don't
have to do this with behavioural
management. I think it would be
very effective.
PST. 1: Our tutor could use one of This idea arose out interview
the strategiesand could turn questions such as, Do you
around and be like, that's a strategy think you apply what you
Tutors you could use in your classroom. have learnt on Prac to the
intertwini PST. 1: My tutor has just given me university classroom?.
ng Fluro a great idea and its taken them 30 All three pre-service teachers
behaviour green seconds to do that, and you can go, indicated that if tutors
al Well I will definitely use that. altered their pedagogy, it
12
managem PST. 2: Well the PDHPE unit was might help to provide
ent into good because had the teacher experience and confidence
their including different strategies in her whilst learning the separate
pedagogy lessons because you were outside. required content.
The theme was connected to
PST. 3: The tutor did a whole bunch
of random stuff in that Tutit the idea that their Masters
was pretty practical and useful. She degree was already very
gave us gave us a few good dense and there may be no
examples of what to do. option to include a dedicated
PST. 3: It was just something she behavioural management
incorporated into the class. She unit.

It was a way they all
would just give examples of what to
suggested could incorporate
do. A conversation of strategies
behavioural management
could easily be a part of every
teaching without much
activity of a tutorial, no matter the
course alteration.
content.
4.3: Research question 2: In-service teachers

How did in-service teachers develop their confidence and range
of behavioural management skills?
Once open and axial coding was complete, it was apparent that the in-
depth interviews with in-service teachers also exhibited common themes.
These themes have been broken down into alterations to university
behaviour management courses and advice for pre-service teachers.
These have been displayed in the Tables 2 and 3 below.
TABLE 2: Reoccurring themes by in-service teachers (IST. #) which

lead to suggested alterations
Reoccurri Axial
ng theme coding Quotes from in-service teachers Theme explained
(colou
r)
IST. 1: I always had stickers and A concept of reward
lollies. They are still at the young age systems that favoured
what they still feel really rewarded from positive reinforcement was
13
The those things. You just have to adjust to a theme that came through
developm the year group in all 3 IST interviews.

Orange
IST. 2: So with my rewards systems it Reward systems were
ent of
only works to reward them when they signalled by the ISTs to be
reward
have done the right thing. When they something that must be
systems do the wrong thing this is compounded adjusted to year group and
and they know they are much further individual student traits.
away from being rewarded. All three ISTs mentioned the
IST. 2: this changed and my reward necessity of reward
systems become more student systems.
targeted. There was no pre-prepared
IST. 3: Without any kind of intrinsic question to ask ISTs about
rewards, the students dont really have reward systems, it arose
anything to work towards. through open conversation.
IST. 3: (Positive reinforcement) feeds
ISTs spoke warmly and
into my intrinsic rewards
clearly about their use of
reward systems.
IST. 1: Universities cant compare to Out of all the

actual teaching and dealing with those commonalities between the
behavioural management issues, interviews, the need for
combining the two and talking about it practical experience was
Pre- actually worked quite well. the theme that had the
service IST. 1: Combine the theory part and
Dark most focus.
teachers the practical part which Ive seen to All IST indicated that they
blue
work quite well. value their experience,
should
IST. 2: You can only learn by doing.
have even mentioning that they
And practicums allow you to do
look up to their colleagues
more experience is key.
IST. 2: I look up to my colleagues and who have more experience.
practical IST 1 and 3 suggested that
the amount of experience they have.
placemen perhaps theory and
IST. 2: I think pre-service teachers
t such as yourself need more situations practical could be
where they can test their own combined to allow for more
behavioural strategies. effective theoretical
IST. 3: Without practical placement, learning.
you have no chance of developing and All ISTs indicated that if
kind of confidence. The more you are there was something to
out in the classroom, the better you will change with university
14
be. courses it would be for PSTs

to get more classroom
experience.
IST. 1: You can still learn ideas in Professional conversations
practice because you can always ask with other teachers was a
More other teachers during your RFF, Hey, way that all three ISTs
can I come visit your class? and I identified as a helpful
observati
Black found that especially helpful. method for guidance and
on days IST. 1: Have a day where Prac
underlin professional development.
and students have to go in where they This was expanded by ISTs
e
communi arent teaching.and meet the teacher 1 and 3 who suggested that
cations to just observe. if PSTs were given greater
IST. 2: Having professional
with in- opportunity to observe and
conversations with other teachers is
service have conversations with
something that I have always used
teachers experienced ISTs, they may
they are a wealth of knowledge. A gold
increase their knowledge of
mine really!.
IST. 2: Having professional strategies and receive
conversations with other teachers is greater confidence.
one of the ways I continue to learn.

IST. 3: Even if you just got to go and
sit and watch my colleagues teach. I
think that might be helpful.
4.4: Research question 2: In-service teachers.

TABLE 3: Advice regarding behavioural management for pre-service
teachers suggested by in-service teacher (IST. #):
Reoccurri Axial
Quotes from in-service Theme explained
ng theme coding
(colou teachers
r)
IST. 1: My main thing would be if Although not discussed by
you say something, you have to IST 2, standing by what you
commit to it. As soon as you go, say is advice that ISTs 1 and
another warning, another warning, 3 repeated.
Stand by Fluro
another warning they go, well he They indicated that the
what you orange
will never put me on detention. success of any behavioural
say
15
They will never take you seriously . intervention strategy will be

IST. 1: At the end of the day,
affected by the teachers
commit to what you sayif I tell
decision making and
them that it's a detention, it has to
resulting commitment.
be a detention. The success of these IST
IST. 3: If you are not confident with
seems to be linked to this
your consequences, it can cause
advice.
children to act out and push you. There was a connection
between Fluro orange and
Red themes.
IST. 1: Did I do the right thing, Im Confidence and showing
not sure. I really questioned myself. confidence even when you
IST. 2: Acting confident plays a big
Always act Red are not was advice that was
role in teaching. You need to act
confident common through all three IST
confident in your choicesI am a
interviews.
strong believer in that if you are IST 1 explained in an answer
confident that those around you will to Describe a situation that
feel that too. required behavioural
IST. 2: Always appear like you are
management where you did
confident.
IST. 3: If you are not confident with not feel confident that they
your consequences, it can cause felt this way when they
children to act out and push you. began to question

IST. 3: You have to stay confident themselves/not act confident.
and act confident. The children know IST 2 and 3 explained a way
when something is wrong and I can to remedy IST 1s issue is if
tell you that they know when you are you always appear confident
not confident in your choices, then those
around you will feel that too.
IST. 1: I might have to work on A common theme that arose
some stuff that may be different from all three in-service
from any of other years behavioural teachers interviews was their
strategies. I could even use some self-described adaptive ways.
Fluro stuff from previous years, so I figure The in-service teachers have
Be admitted that the classroom
green each year you are always going to be
adaptable is always going to be
changing, no matter how many years
you have had on the job. different and offer new
IST. 2: You have to adapt to challenges.
different situations and try new They believed that the
16
things to learn. That is how you teacher has to be ready to

develop and become a better change with the classroom
teacher. and the learning
IST. 2: Building resilience is what
environment.
has gotten me through. Understanding that that they
IST. 3: If I was given a year 6 class
must be ready to adapt is a
next year I would take it on and
factor in in-service teacher
would definitely succeed because
competency.
this is my career and I believe I have
the resilience to adapt.
Section 5: Discussion of results:
5.1: Introduction to discussion
There is mounting evidence to suggest that behavioural management is a

growing concern for pre-service teachers (Ayres, 2004; Stoughton, 2007,
Reupert & Woodcock, 2010; ONeill and Stephenson, 2012). Despite being
the most persistent perceived needs of pre-service teachers, a rift
17
exists between the university classroom and the professional and practical
classroom (Ayres as cited in Stoughton, 2007, p. 1025). It is argued that
university behavioural management courses are too disconnected from
the real world of the classroom, and as such, pre-service teachers lack of
experience and confidence in using a range of behavioural strategies are
resulting in a negative cycle of poor experience and ill-confidence
(Maskan, 2007, p. 340; Reupert & Woodcock, 2011; ONeill & Stephenson,
2012). As a result, this research study interviewing pre-service and in-
service teachers has collected data to provide answers to the ways in
which university courses can be altered. The discussion of the findings has
been separated in order to answer the two separate but interrelated
research questions.
5.2: Discussion to primary research question
Primary research question: How could universities offer pre-

service teachers more experience and confidence in using a range
of preventative and more invasive behavioural strategies?.
Alteration 1: Having a dedicated behavioural management unit (Table 1:

Fluro orange)
The first potential alteration would be to ensure that there is a compulsory

behavioural management unit (see Table 10, fluro orange). All three of
the pre-service teachers believed that a dedicated and compulsory
behavioural management unit would begin to address their concerns
relating to behavioural management. This alteration correlates with the
prior literature which has identified that behavioural management is the
biggest concern for pre-service teachers (Unal & Unal, 2009; Reupert &
Woodcock, 2011; Reupert & Woodcock, 2010; Stoughton, 2007; ONeill &
Stephenson, 2012). If pre-service teachers are to develop their experience
and confidence relating to behavioural management, the first step would
be providing a dedicated subject that educates pre-service teachers on
the nature and range of strategies available to handle behaviour
management.
18
This suggestion can also address the reoccurring theme of pre-service

teachers looking up stuff on my own, (Pre-service teacher 2; see Table
1.1 in Appendix 1, light blue/blue). By including dedicated behavioural
management content, it would improve access to appropriate learning
resources for pre-service teachers. The legitimacy of these findings can be
seen to increase as it is supported by the research of ONeill and
Stephenson (2012) which showed that pre-service teachers can gain
confidence by having access to behavioural management courses.
By including a dedicated behavioural management unit, it may also

address the concern identified in two out of the three pre-service teacher
interviews: their inexperience and fear of extreme and violent student
behaviour (see Table 1, black underline). This concern regarding
aggressive, anti-social and destructive (AAD) behaviour was shared by
ONeill and Stephenson (2012) whose findings indicated that pre-service
teachers felt least prepared to manage AAD behaviour. If a dedicated
behavioural management unit was introduced, it should include content
on the topic on AAD behaviour and interactive scenarios which are
suggested with Alteration 2.
Alteration 2: Including role play in a behavioural management unit (Table

1: Maroon)
A second potential alteration that arose as a reoccurring theme was the

idea of role play (see Table 1, maroon) as a teaching tool in a behavioural
management university subject. The concept of role play was raised by all
three pre-service teachers. They did so in a conversational manner and
did not require a pre-prepared question to illicit a response. The idea of
role play was directly connected to another reoccurring theme of
favouring practical, hands-on experience to learn and gain confidence
with behavioural management (see Table 1.1 in Appendix 1, pink/purple).
Interview questions such as Do you think that behavioural management
is something you need practical applications to get better with? incited
such discussion, leading to pre-service teachers admitting that theory
can only take you so far as behavioural management is completely
19
different on paper as to what it is in practice (Pre-service teacher 3; Pre-

service teacher 1).
The practical application of role play was suggested in two forms: act
out/come out the front of the class and show us a video (Pre-service
teacher 1; 3; 2). By including role play within dedicated behavioural
management subjects, it might work to address the rift identified by
Stoughton (2007) and make behavioural management education more
connected to the real-world of the classroom (p. 1027; Maskan, 2007).
This alteration could also help address the second half of the primary
research question by providing more knowledge on a range of
preventative and invasive behavioural strategies. By acting out
preventative and invasive strategies in a safe university environment, pre-
service teachers may feel more comfortable in using these situations in
the real classroom and therefore be more likely to use them (Reupert &
Woodcock, 2010; Reupert & Woodcock, 2011; ONeill & Stephenson,
2012).
Alteration 3: Tutors intertwining behavioural management into their

pedagogy
(Table 1: Fluro green)
A third alteration that could be included to offer pre-service teachers more

experience and confidence in using a range of preventative and more
invasive behavioural strategies is by encouraging tutors to intertwine
behavioural management into their pedagogy. All pre-service teachers
indicated the current Masters degree they are completing is very content
dense and full. Consequently, if there could not be a dedicated
behavioural management unit (Alteration 1), tutors could incorporate
strategies into existing units. The time saving and non-curriculum altering
aspect of this alteration also makes it a very realistic inclusion to pre-
existing teaching courses.
Another point of significance is that pre-service teachers could witness

different preventative and invasive measures in their university
20
classrooms used on their peers. An example of this may be if tutors use a

strategy when pre-service teachers are not listening in a tutorial. Tutors
could then follow up the real life, practical example with a brief
explanation of their strategy and its usefulness. This method may work to
give pre-service teachers more experience with using these behavioural
strategies and therefore be more confident in potentially applying them.
Much like introducing role play at university, it connects with the research
completed by Reupert and Woodcock, (2010; 2011) and ONeill and
Stephenson (2012) in that the more aware and comfortable pre-service
teachers are with a behavioural management strategy, the more likely
they are to use it in a classroom environment.
5.3: Discussion of secondary research question: Alterations
Secondary research question: How did in-service teachers develop

their confidence and range of behavioural management skills?
The reason for this subsequent question was to complement and enhance
the findings of the primary research question. The question aims to find
out about how in-service teachers have developed into competent
teachers (Unal & Unal, 2009, p. 259). Unlike the findings from pre-service
teachers, in-service teachers themes could be broken down into two
categories: alterations to university behaviour management courses and
advice for pre-service teachers.
Alterations:
Alteration 1: Importance of reward systems (Table 2: Orange)
21
Reward systems using positive reinforcement was a theme that was

identified in all three in-service teacher interviews. Despite there being no
interview question directly asking in-service teachers about their use of
reward systems, it arose as one of the most reoccurring themes. This
indicates that in-service teachers favour the use of reward systems and
attribute some form of their everyday classroom behavioural management
success to their existence. In-service teachers also mentioned that for
reward systems to used successfully, you just have to adjust to the year
group and the individual class (in-service teacher 1).
In-service teachers use of positive reinforcement to increase the likelihood

of positive behaviour with their reward systems indicates that Skinners
(1953) operant conditioning theory is still relevant in modern classrooms.
This potential alteration can be seen to compliment the findings of the
primary research question and the need for having a dedicated
behavioural management subject. By including a discussion or module on
reward systems within a dedicated behavioural management subject
could only enhance the behavioural units success.
Alteration 2: Greater amount of practical placement (Table 2: Dark blue)
Out of all the commonalities that arose from the in-service teacher
interviews, the need for pre-service teachers to have more practical
experience drew the most consensus. All in-service teachers indicated
that they value their experience with other in-service teachers, two even
mentioning that they look up to my colleagues and the amount of
experience they have.
Interestingly, in-service teachers 1 and 3 suggested that perhaps theory

and practical aspects could be combined to allow for more effective
behavioural management learning. If this change was made to allow for
greater practical placement whilst including projects and assignments, it
could address Stoughtons (2007) rift between behavioural management
classes taught at university and what students are observing in their
practicums (In-service teacher 3; p. 1025). By aligning theory and
22
practice, pre-service teachers could have more practical placement whilst

also recording what they are witnessing in the classroom. These records
could then be formatively assessed and pre-service teachers given
constructive feedback. By doing so, it may allow for pre-service teachers
to gain more experience and confidence whilst also connecting the real
world and the university classroom (Maskan, 2007, p. 340).
Alteration 3: More observation days and communications with in-service

teachers
(Table 2: black underline)
All three in-service teachers identified professional conversations with

other teachers as a helpful method for continual guidance and learning.
The in-service teachers indicated this as a method of professional
development which connects to their continual success in the classroom.
If universities offered pre-service teachers greater opportunity to observe
and have these conversations with experienced in-service teachers, they
may increase their knowledge of strategies whilst receiving greater
confidence and experience. Once again, this may address the rift
identified by Stoughton and Maskan (2007).
5.4: Discussion of secondary research question: Advice
The second research question asked how the in-service teachers

developed their confidence and skills. The reoccurring advice provided by
three self-identified competent teachers can be used to explain this
development of confidence and skills. This advice could also be included
in future behavioural management subjects.
Advice 1 and 2: Stand by what you say and Always act confident
(Table 3: Fluro orange and red)
The first advice to be discussed is that pre-service teachers should learn

to stand by what you say in that if you say something, you have to
commit to it (in-service teacher 1). The second reoccurring advice
23
identified is to always actand stay confident when entering the

classroom teachers must always appear like you are confident (in-
service teacher 3; 2). By including these two areas of advice into any
future behavioural management subjects, pre-service teachers may adapt
quicker to the classroom environment and be more comfortable in
implementing the less used preventative and invasive strategies (Reupert
& Woodcock, 2010; Reupert & Woodcock, 2011; ONeill & Stephenson,
2012).
Advice 3: Be adaptable(Table 3: Fluro green)
Finally, in-service teachers identified that their current and future success
would only arise from their self-described adaptive and resilient ways
(in-service teacher 2; 3). This was illustrated by In-service teacher one,
admitting that I believe I have the resilience to adapt. By being ready to
change with the learning environment, these in-service teachers have
experienced success. This advice could be included into the content of a
behavioural management subject and be gained through greater exposure
to classroom role play situations and greater access to practical
experience.
Section 6: Conclusion
Unal and Unal (2009) found that it takes four to seven years for a
teacher to identify themselves as competent (p. 259). While that may be
true, the potential alterations to behavioural management courses at
universities, as suggested by this research project, could work to shorten
that competency average. By including a dedicated behavioural
management subject along with more opportunities to practice their skills
first-hand, pre-service teachers would be given greater opportunity to
develop confidence and feelings of experience (ONeill and Stephenson,
2012). Through these suggested alterations, pre-service teachers may feel
more experienced and confident with behavioural management, thereby
24
addressing the growing issue of drop-out rates shown by pre-service and

early in-service teachers (Unal and Unal, 2009).
Like all research studies, this project has been met with limitations. The
first and foremost is the small sample size. The limited sample size,
despite providing results, hindered the accuracy of this studys findings. If
this study was able to conduct interviews with a wider range of pre-
service and in-service teachers across multiple universities and schools,
there could be a more accurate representation of behavioural
management learning at university and therefore more accurate findings.
The second limitation is the use of only one form of data collection. In-
depth interviews used in this study required the maximum time of one
hour. As a result, the length required from participants resulted in both pre
and in-service teachers not being willing or able to participate. If this
study was to be repeated, it may be useful to include surveys to shorten
the time needed, thereby creating a larger sample size.
The results of this study also carry great practical implications. The
researcher recognises that to include a dedicated behavioural
management subject or even more time to participate in practical
experience and observation, it may require the alteration of entire tertiary
education courses. Additionally, the suggestion that tutors alter their
teaching pedagogy to use behavioural management strategies requires
them to have some previous teaching experience and a well formed
pedagogy.
Possible areas of future research which could support this studys findings
may be the completion of research into the success of current behavioural
management subjects at universities. This study could observe a number
of behavioural management subjects across a variety of universities by
interviewing pre-service teachers and their tutors.
Although this research project has provided answers to the questions it

asked, its results should not stand alone. The results of this research
project should not be taken as definitive, but rather, as a way to add to
25
the pre-existing knowledge and literature on the topic of pre-service

teachers and behavioural management.
26
Section 7: References
Ayers, W. (2004). Teaching the personal and the political: Essays on hope and justice. New York:
Teachers College Press.
Boyce, C. and Neale, P. (2006) Conducting in-depth interviews: A guide for designing and conducting
in-depth interviews for evaluation input. Retrieved November 1 from:
http://dmeforpeace.org/sites/default/files/Boyce_In%20Depth%20Interviews.pdf
Broom, A. (2005). Using qualitative interviews in CAM research: A guide to study design, data
collection and data analysis. Complementary Therapies in Medicine. 13(1): 65-73.
Corbin, J. and Strauss, A. (1998). Basics of qualitative research: techniques and procedures for
developing grounded theory. Thousand Oaks: Sage Publications.
Division of Research and Learning in Formal and Informal Settings (2010). The 2010 User-Friendly
Handbook for Project Evaluation. Retrieved October 28 from:
https://www.purdue.edu/research/docs/pdf/2010NSFuser-
friendlyhandbookforprojectevaluation.pdf
Ezzy, D. (2002). Qualitative analysis: practice and innovation. Crows Nest: Allen and Unwin.
Maskan, A., K. (2007). Preservice science and math teachers difficulties in disruptive behaviour and
class management. International Journal of Educational Reform, 16(4): 336349. Retrieved
on 15/08/2016 from:
https://books.google.com.au/books?
hl=en&lr=&id=Frt_CgAAQBAJ&oi=fnd&pg=PA336&dq=Preservic
e+science+and+math+teachers
%E2%80%99+difficulties+in+disruptive+behavior+and+class+management&ots=KBzE
5N88p&sig=jBITVIUjrgLJnSlc7euLZgeNhlk#v=onepage&q&f=false
ODonohue, W. (2001). The Psychology of B. F. Skinner. Thousand Oaks: SAGE Publications.
ONeill, S. and Stephenson, J. (2012). Does classroom management coursework influence pre-service
teachers perceived preparedness or confidence?. Teaching and Teacher Education. 28(8):
1131-1143. Retrieved on 15/08/2016 from:
http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S0742051X12001047
Reupert A. and Woodcock, S. (2011). Canadian and Australian pre-service teachers use, confidence
and success in various behaviour management strategies. International Journal of
Educational Research. 50(5): 271-281. Retrieved on 15/08/2016 from:
http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0883035511000644
Reupert, A. and Woodcock, S. (2010). Success and near misses: Pre-service teachers use, confidence
27
And success in various classroom management strategies. Teaching and Teacher Education.
26(6): 1261-1268. Retrieved on 15/08/2016 from:
Sanber, S. (2016). Ethics. Retrieved on 15/08/2016 from:

http://leo.acu.edu.au/pluginfile.php/1715774/mod_resource/content/1/L11_Ethics.pdf
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Stoughton, E. H. (2007). How will I get them to behave?: Pre service teachers reflect on classroom
management. Teaching and Teacher Education. 23(7): 1024-1037. Retrieved on 15/08/2016
from:
Unal A. and Unal, Z. (2009). Comparing Beginning and Experienced Teachers; Perceptions of
Classroom Management Beliefs and Practices in Elementary Schools in Turkey. The
Educational Forum, 73(3): 256-270. Retrieved on 15/08/2016 from:
http://search.proquest.com.ezproxy2.acu.edu.au/docview/220691857?
accountid=8194&rfr_id=info%3Axri%2Fsid%3Aprimo
Section 8: Appendix:
Appendix 1: TABLE 1.1:

Reoccurring themes by pre-service teachers that supported suggested
alterations
PST. 2: I had to you know, yeah, Although only discussed by

go home and think of some PST 2 and 3, it was
strategy I can implement for my discussed in length.
Finding class. It should be noted that
ways to Light PST. 2: I went on the internet PST. 2 had not done the
teach blue/ and found some of my ownand elective and PST. 3 had.
28
themselv blue then I tested them out and they This theme does not
es about seemed to work. directly address a way to
behaviou answer the primary
ral PST. 3: Ive actually looked up research question, it does
managem stuff in my own time as wellI however support the idea
ent just wanted to learn how to get that PST need a dedicated
him to stop yelling out. behavioural management
PST. 3: So yeah. So I just looked subject (Fluro orange)
that up myself. I hadnt been
exposed to that situation before.
PST. 1: It doesnt matter how Once again this theme
many articles you have read and does not provide a direct
how much research you have answer to the primary
looked into its completely research question
different on paper as to what it is It does indicate the
Practical in practice in the classroom. accuracy of prior literature
experienc Pink/ PST. 1: I feel more confident and the need for more
e needed Purple every time I teach. practical examples at
to learn PST. 2: Learning in theory is a university.
confidenc lot different putting it into
e practice. You could do all the
study in the world and still not be
able to implement it correctly in
the classroom.
PST. 2: Practical learning would
give me a lot more confidence
and I probably wouldnt have to
do the outside learning that I am
doing.
PST. 3: Theory can only take
you so faryou can learn as
much as you want at Uni but a lot
of practical stuff youre going to
learn while on your Prac or at the
school.
PST. 1: I havent come across Although only mentioned
that (physical violence) yet, so by PST 1 and 2, there was
Inexperie that is probably why I dont feel reoccurring theme of
nce with as confident in handling such a inexperience and fear with
aggressiv situation. handling AAD behaviour
e, anti- Black Both PST indicated that
social underli PST. 2: I don't think I could they would not know what
and ne effectively stop that (physical to do when handling this
29
destructi violence) without being behaviour

ve (AAD) considered just like not a bad However, both PST had
behaviou teacher. never encountered ADD
r behaviour
PST. 2: There is no course, no The PSTs inexperience and
lesson, no nothing that has told lack of education with the
me how to deal with intensive subject is something that
behaviour like thatI would concerns them.
freeze. PST 2 also mentioned that
they felt as a male, this
issue is something that is
particularly worrying to
them.
PST. 1: Sometimes it will take The concept of time
me a couple of minutes to management arose
address a behaviour effectively throughout all three PST
Time and I think that that is probably interviews.
managem Fluro my biggest weakness. PST 1 and 2 explain that
ent and yellow they often do struggle with
its PST. 2: If you have somebody addressing behavioural
connectio mucking up or somebody is not issues and the resulting
n to doing what theyre meant to, time it takes them.
behaviou youre spending valuable time PST 3 takes a completely
ral kind of just saying, you know, different issue with time
managem Stop that we need to get on with management and believes
ent the lesson. that theoretical study and
professional placement
PST. 3: You need the time to do cannot be intertwined.
Prac and commit to teaching. You
cant do half-half.
Appendix 2: TABLE 2.1:

Reoccurring themes by in-service teachers that supported suggested
alterations
IST. 1: You can watch a thing on ISTs, much like the PST,
the TV when they say a kid will brought up the topic of
do this when you do this first of role play without much
Role play Maroon all that isnt going to happen prompting.
every time IST 1 displayed a negative
30
IST. 3: It made us think about attitude towards role play,

what we might do and what suggesting that role play
stations we could be put in. at university may not
IST. 3: I guess it is the next best work. This was disagreed
thing to actually being in a with by in-service teacher
classroom. 3.
IST. 1: Make the extra effort of IST 2 mentioned that
looking at the clock, or your planned, engaging
watch, whatever time this takes, learning can reduce
Discussio Fluro comes out of your lunch behavioural management
n of time yellow issues.
strategie IST. 2: Ensuring that you have However, IST 1 explained
s planned learning that is at the that since often no matter
level and interest of the students the planning, students
will minimise behavioural issues disturbances will affect his
too teaching time.
If this is too occur he
makes sure the students
are aware of this and
receive appropriate time-
wasting punishment.
Appendix 3: Interview questions for pre-service teachers
Pre-service teachers:
Potential probing questions on theme:
Could you talk about your experience with behavioural management classes?
What do you view as the most valuable aspects of a behavioural management class?
Could you describe some of the behavioural management strategies that you have learnt at
university?
Do you think that university has prepared you for the practical classroom? Why/Why not?
What do you think is your strongest aspect to behavioural management?
What do you think is your weakest aspect to behavioural management?
What behavioural management strategies do you feel comfortable and confident using? Why
is this?
Could you explain why you think students exhibit bad behaviour?
Could you explain why you think students exhibit good behaviour?
Could you describe a situation that required behavioural management where you did not feel
confident? Why did you not feel confident? How did you overcome this situation?
Could you describe a situation that required behavioural management where you did feel
confident?
Could you think of some misbehaviour you would not feel confident handling? Why is this?
31
Would you feel confident using invasive behavioural management strategies? Why/Why not?
What would you like to see changed with university behavioural management education?
Do you think university could do more to educate you on behavioural management? How?
Do you feel confident using the behavioural management skills learnt at university in
practical classroom situations? Why/Why not?
What are some limitations of university behavioural management courses? How could they be
overcome?
What are some positives of university behavioural management courses? How could they be
overcome?
Appendix 4: Interview questions for in-service teachers
In-Service teachers:
Potential probing questions on theme:
What do you view as the most valuable aspects of good behavioural management?
How did you learn your behavioural management skills?
Do you feel completely confident with behavioural management? Why/Why not? Could there
be anything done to address this?
Did university prepare you adequately for practical teaching?
Could you describe a situation that required behavioural management where you did not feel
confident? Why did you not feel confident? How did you overcome this situation? Did
overcoming this situation provide you with more confidence?
Could you describe a situation that required behavioural management where you felt
confident?
Could you explain why you think students exhibit bad behaviour?
Could you explain why you think students exhibit good behaviour?
Could you think of some misbehaviour you would not feel confident handling? Why is this?
How did value preventative and invasive strategies?
How did you learn preventative and invasive strategies?
Where do you think you can learn the most about preventative and invasive strategies? Why?
If you could provide any advice for pre-service teachers, what would it be?
What do you think universities should be focusing on for pre-service teachers to develop their
behavioural management skills?
How has your behavioural management skills changed over time? Why?
Could you talk about one situation where you learnt a lot about behavioural management?
32
Have you had any experience with pre-service teachers on practicums? How did you value
their behavioural management skills? Did you think they were adequately trained?
Would you act as a mentor for a pre-service teacher (on a practicum)? Why/Why not?
Is your decision on acting as a mentor for a pre-service teacher based on their behavioural
management skills? Why/Why not?
Are universities preparing pre-service teachers adequately? Why/Why not?
Appendix 5: Timeline
Week Task Completed
Participants were sourced and

1-5 correct ethical approval and
documents were created
6-8 Inform consent from

participants was gathered and
in-depth interviews took place
6-8 Transcribing of interviews
8-9 Open and Axial coding took

place:
Analysis gathered
10-11 Preparation of presentation

and results
11 Presentation of results
(October 18th, 2016)
33
11-14 Writing and creation of

Research Project
14 Final research project finished

(November 11th, 2016) and submitted
34

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PRE-SERVICE TEACHERS AND THEIR

INEXPERIENCE WITH BEHAVIOURAL

A qualitative study into the growing problem of pre-service teachers

The way forward for university behavioural management education.

David Jacka S00180654

Australia Catholic University Strathfield Campus

Research Project for EDCU607

1.1: Research rational 3

1.1: Research rationale

1.2: Research questions

support pre-service teachers and their identified weaknesses with

1.4: Method and plan for research

In order for these questions to be answered, this research project has

Section 2: Literature Review

Due to the vast amount of literature written on the topic of behavioural

Stoughtons (2007) qualitative and interpretivist style analysis found that

3.2 Methods of data collection: In-depth interviews

The epistemology of the researcher is one that believes the researcher

3.3: Strengths and weaknesses of in-depth interviews

In-depth interviews have been chosen as the method of data collection as

No one method of data collection is perfect and in-depth interviews are no

3.4: The participants

The participants gathered were three pre-service teachers (completing a

3.5: Methods of analysis: Coding

Section 4: Presentation of data

4.1: Explanation of data presentation

The results are condensed into tables organised by reoccurring theme.

4.2: Research question 1: Pre-service teachers

TABLE 1: Major reoccurring themes found through three pre-service

e of Fluoresce PST.2: But just personally I would dedicated and compulsory

having a nt definitely make the behaviour behavioural management

PST. 1: I think it would be much A theme that arose through

helpful. question prepared to ask the

PST. 1: I wasnt prepared (for my pre-service teachers about

job role play interview) because I role play teaching strategies.

al Well I will definitely use that. altered their pedagogy, it

gave us gave us a few good dense and there may be no

examples of what to do. option to include a dedicated

PST. 3: It was just something she behavioural management

incorporated into the class. She unit.

4.3: Research question 2: In-service teachers

TABLE 2: Reoccurring themes by in-service teachers (IST. #) which

developm the year group in all 3 IST interviews.

IST. 1: Universities cant compare to Out of all the

be. courses it would be for PSTs

conversations with other teachers is greater confidence.

one of the ways I continue to learn.

4.4: Research question 2: In-service teachers.

They will never take you seriously . intervention strategy will be

your consequences, it can cause felt this way when they

children to act out and push you. began to question

things to learn. That is how you teacher has to be ready to

Section 5: Discussion of results:

5.1: Introduction to discussion

There is mounting evidence to suggest that behavioural management is a

5.2: Discussion to primary research question

Primary research question: How could universities offer pre-

Alteration 1: Having a dedicated behavioural management unit (Table 1:

The first potential alteration would be to ensure that there is a compulsory

This suggestion can also address the reoccurring theme of pre-service

By including a dedicated behavioural management unit, it may also

Alteration 2: Including role play in a behavioural management unit (Table

A second potential alteration that arose as a reoccurring theme was the