Teacher Reinforcements Through the Lens of English Preservice Teachers

Abstract

This study explores the perspectives of English preservice teachers on reinforcement strategies used by educators. Reinforcement, a key educational strategy, impacts student motivation, behavior, and learning outcomes. The research employs a convergent parallel design, integrating qualitative and quantitative methods, to analyze how preservice teachers perceive positive and negative reinforcement in classroom contexts. Findings indicate that positive reinforcement, such as praise and rewards, fosters motivation and confidence, while negative reinforcement, though occasionally effective in promoting discipline, can induce stress and hinder engagement. A balanced approach combining both strategies is highlighted as essential for creating supportive and effective learning environments. The study underscores the need for teacher training programs to emphasize reinforcement techniques that cater to diverse learner needs, ensuring equitable and quality education. By addressing these gaps, the research contributes to educational reforms aligned with global standards for fostering inclusive and learner-centered pedagogy.