A Indisciplina no 1º Ciclo do Ensino Básico: Um Estudo Exploratório com Professores

Abstract

Indiscipline is a problem for school principals, teachers, and parents. It is essential for teachers to be equipped with strategies for good classroom management so that teaching time is optimized, and time spent on behavior problems is reduced. The present study is exploratory and aimed to identify (1) evidence-based behavior management practices addressed in initial and continuing education, (2) practices and strategies adopted by teachers in the management of behaviors in the classroom and (3) to identify self-efficacy beliefs about behavior management. Participants in this study were 47 teachers teaching in elementary school who answered an online questionnaire on behavior management practices. The results indicate the need to invest in the initial and continuous training of teachers at the elementary school on effective behavior management strategies. Keywords: Misbehavior, 1st cycle of basic education, teachers' perspective, classroom management.

Alternate abstract:

Indiscipline is a problem for school principals, teachers, and parents. It is essential for teachers to be equipped with strategies for good classroom management so that teaching time is optimized, and time spent on behavior problems is reduced. The present study is exploratory and aimed to identify (1) evidence-based behavior management practices addressed in initial and continuing education, (2) practices and strategies adopted by teachers in the management of behaviors in the classroom and (3) to identify self-efficacy beliefs about behavior management. Participants in this study were 47 teachers teaching in elementary school who answered an online questionnaire on behavior management practices. The results indicate the need to invest in the initial and continuous training of teachers at the elementary school on effective behavior management strategies.

Alternate abstract:

L’indiscipline est un problème pour les directeurs d’école, les enseignants et les parents. Il est essentiel que les enseignants soient équipés de stratégies pour une bonne gestion de classe afin d’optimiser le temps d’enseignement et de réduire le temps consacré aux problèmes de comportement. La présente étude est exploratoire et vise à identifier (1) les pratiques de gestion du comportement fondées sur des données probantes abordées dans la formation initiale et continue, (2) les pratiques et les stratégies adoptées par les enseignants dans la gestion des comportements en classe et (3) à identifier les croyances d’auto-efficacité sur la gestion du comportement. Les participants à cette étude étaient 47 enseignants à l’école élémentaire qui ont répondu à un questionnaire en ligne sur les pratiques de gestion du comportement dans le 1er cycle de l’éducation de base. Les résultats indiquent la nécessité d’investir dans la formation initiale et continue des enseignants en termes de stratégies efficaces de gestion du comportement.