This paper aims to address two specific areas of interest. Teachers' attitudes, feelings and behavioural dispositions towards the many factors that may encourage or discourage the role of TSE and its position within the schools curriculum and teachers self reported behaviour in traffic safety education. Generally, research has failed to show a direct link between attitudes and behaviour, suggesting that teachers attitudes to TSE may not always be reflected in their teaching behaviour. Although research in this area is limited, findings have shown that teachers who possess positive TSE intentions experience a number of common difficulties and constraints that may prevent them from displaying behaviour that is consistent with their attitudes. These have included issues such as competing curriculum demands, time constraints and lack of parental and community support. (Author/publisher) For the covering entry of this conference, please see ITRD abstract no. E207978.
Abstract