Contributions from: Kevin Jones, University College Worcester, UK, N. Smith, P. Burns and L. Gan Abstract
Behaviours are social constructs, become 'troublesome' when they are problematic to someone. This paper compares the perceptions of problem behaviours between novice and expert teachers in a number of special and primary schools in Singapore and the U.K. The study is particularly relevant, given the increased use of mentoring in initial teacher education in Singapore, the U.K. and other countries throughout the world.
The research focused upon behaviours which teachers (novices and experts) regard as troublesome within the special and mainstream classroom. An analysis of perceptions is presented in order to reveal the types of problem behaviours which are cited as 'most frequent' and 'most disruptive'. The results of the four groups (novices and experts in special and mainstream schools) are compared.
The research also examines perceptions of problem behaviours which occur 'around the school' (e.g. along the corridors, the playground). The inclusion of this section was influenced by Lawrence and Steed's (1 986) research which named the playground as the site of most problems.
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