Using role-play to develop the confidence of primary-phase trainee teachers to manage low-level disruptive behaviour in the classroom.
McNichol, S. (2024) Using role-play to develop the confidence of primary-phase trainee teachers to manage low-level disruptive behaviour in the classroom. Research in Teacher Education, 14 (1). pp. 18-24. ISSN 2047-3818
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Abstract
This research evaluated the potential of using role-play activities to improve the confidence of primary-phase trainee teachers to manage common low-level disruptive behaviours exhibited by pupils in the classroom during initial teacher training (ITT). The research concluded that role-play activities improved the confidence levels of trainees to manage common low-level disruptive behaviours and that trainees who participated in these activities were more confident at the end of training than those who did not. The primary benefit of the role-play activities was the opportunity for trainees to rehearse strategies and responses to low-level disruptive behaviours in a low-stakes context.
| Item Type: | Article |
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| Additional Information: | Published by University of East London in 2024. This is a final published version of an open access article available at https://uel.ac.uk/sites/default/files/rite-may-24-article-3-mcnichol.pdf. Distributed under the terms of a CC-BY-4.0 https://creativecommons.org/licenses/by/4.0/deed.en license. |
| Divisions: | School of Teacher Development |
| Depositing User: | Steven Mcnichol |
| Date Deposited: | 12 Jul 2024 10:42 |
| Last Modified: | 12 Jul 2024 10:42 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/1145 |
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