Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., Seven trends: The transformation of the teaching force, 2018; Zabel & Zabel, Journal of Special Education Leadership, 15(2), 67–73, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements of teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an overreliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

教师在促进学生参与和限制破坏性行为方面的技能对于维持安全、高效和有效的学习环境非常重要。然而，缺乏课堂和行为管理特定培训的教师继续报告压力很大，更有可能离开这个行业（Ingersoll、Merrill 等人，七大趋势：教师队伍的转型，2018 年；Zabel & Zabel ,特殊教育领导杂志, 15(2), 67–73, 2002)。尽管专家们普遍同意发展课堂和行为管理技能的重要性，但许多教师培训计划并不需要特定的课程或经验来培养教师执照或完成学位的技能。在本文中，我们描述了我们观察到的教师准备计划的当前要求与适当管理和支持学生行为的适当教师培训的性质之间的脱节。我们认为，这种脱节目前导致了在学校中可以观察到的一系列问题结果，包括教师流失、纪律行动中的种族不成比例以及过度依赖惩罚性和无效的行为支持实践。