Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management

Date

2018-01-01

Author

Şahin Sak, İkbal Tuba
Erden, Feyza
Durodola, Sharolyn

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The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics.

Subject Keywords

Developmentally appropriate practices, Preschool teachers, Classroom management, Teachers' beliefs, Teachers' practices

URI

https://hdl.handle.net/11511/36240

Journal

EDUCATION 3-13

DOI

https://doi.org/10.1080/03004279.2016.1194447

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

İ. T. Şahin Sak, F. Erden, and S. Durodola, “Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management,” EDUCATION 3-13, pp. 102–116, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36240.