La gravedad de los problemas de comportamiento en el aula vista por los profesores

Abstract

The analysis of the professor’s thinking processes are considered decisive in the study of declared worries about student’s behaviour problems in the classroom. A comparative analysis of the results obtained by means of a graphical instrument applied to two professors’samples, one from Coimbra (Portugal) and one from Barcelona (Spain), show that teachers attribute greater significance to the socially disruptive behaviours above the ones that imply a higher instructional risk.