On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices

Date

2024-01-01

Author

Çakır, Nur
Sarıdemir, Hürriyet

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The self-perception of pre-service teachers regarding classroom management, and their aspirations for their future selves, can impact their behavior. This qualitative case study examined how pre-service teachers envision themselves in relation to classroom management. The findings indicate that pre-service teachers aspire to be authoritative teachers while maintaining good relationships with their students. Moreover, situational and contextual factors, as well as perceived teacher identity shape their classroom management behavior.

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https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85211939128&origin=inward
https://hdl.handle.net/11511/112836

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Department of Educational Sciences, Article