Preschool teachers‟ belıefs and practıces related to developmentally approprıate classroom management

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2013
Şahin, İkbal Tuba
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to the following four dimensions of classroom management (1) organizing the physical environment of the classroom, (2) managing planning and programming activities, (3) managing relations and communication and (4) managing the children’s behaviors in the classroom. Also, the consistency of preschool teachers’ beliefs and their practices in relation to four dimensions of classroom management was examined. A convenience sampling strategy was used to select participants of the study consisting four female teachers working in public and private preschools in Ankara. The data of this study was collected through a demographic information protocol, interviews (pre-interview and video-stimulated recall interview), classroom observations, and a document review. In this qualitative investigation, the data analysis process included making word lists and, finding key-words-in context, word repetitions, similarities and differences. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, there were consistencies and inconsistencies between their beliefs and practices. Lastly, the participant teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. It can be said that although the physical characteristics of the schools prevent teachers from being developmentally appropriate, the characteristics of children may be motivator for them to conduct more developmentally appropriate activities.

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Citation Formats
İ. T. Şahin, “Preschool teachers‟ belıefs and practıces related to developmentally approprıate classroom management,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.