Reducing reality shock: The effects of classroom management skills training on beginning teachers

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Reducing reality shock: The effects of classroom management skills training on beginning teachers. / Dicke, Theresa; Elling, Jill; Schmeck, Annett et al.
in: Teaching and Teacher Education, Jahrgang 48, 01.05.2015, S. 1-12.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{8b438817196f48ebbe38726350e688b0,
title = "Reducing reality shock: The effects of classroom management skills training on beginning teachers",
abstract = "Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.",
keywords = "Beginning teachers, Classroom management training, Reality shock, Teacher stress, Psychology",
author = "Theresa Dicke and Jill Elling and Annett Schmeck and Detlev Leutner",
year = "2015",
month = may,
day = "1",
doi = "10.1016/j.tate.2015.01.013",
language = "English",
volume = "48",
pages = "1--12",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Reducing reality shock

T2 - The effects of classroom management skills training on beginning teachers

AU - Dicke, Theresa

AU - Elling, Jill

AU - Schmeck, Annett

AU - Leutner, Detlev

PY - 2015/5/1

Y1 - 2015/5/1

N2 - Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.

AB - Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.

KW - Beginning teachers

KW - Classroom management training

KW - Reality shock

KW - Teacher stress

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=84922240899&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2015.01.013

DO - 10.1016/j.tate.2015.01.013

M3 - Journal articles

AN - SCOPUS:84922240899

VL - 48

SP - 1

EP - 12

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -

DOI