Beginning early childhood education teachers' classroom management concerns

Date

2016-01-01

Author

Temiz, Zeynep
Haser, Çiğdem

Metadata

Show full item record

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

Item Usage Stats

267
views

0
downloads

This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they started to work in public schools. Phenomenological analysis was utilized for the data analysis. The findings revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, they experienced fewer problems than expected after they started to teach. The teachers first tried to build trusting and close relationships with the children to create a peaceful classroom climate, while also attempting to empower the children by involving them in decision-making processes. In this way, the children became aware of the class rules and felt free in their actions within the limits of the rules.

Subject Keywords

Classroom management, Beginning teachers, First year of teaching, Early childhood education

URI

https://hdl.handle.net/11511/57250

Journal

TEACHERS AND TEACHING

DOI

https://doi.org/10.1080/13540602.2016.1158959

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Beginning early childhood education teachers' struggle with inclusion in Turkey Temiz, Zeynep; Haser, Çiğdem (2017-01-01) The purpose of this study was to investigate Turkish early childhood education teachers' perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children w...
Beginning early childhood education teachers' career perceptions, expectation, concerns and their experiences in public schools Akdağ, Zeynep; Haser, Çiğdem; Department of Elementary Education (2012) The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to ...
Preschool teachers‟ belıefs and practıces related to developmentally approprıate classroom management Şahin, İkbal Tuba; Tantekin Erden, Feyza; Pollard Durodola, Sharolyn D.; Department of Elementary Education (2013) 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...
Preschool teachers' attitudes toward science and science teaching Sönmez, Sema; Erden, Feyza; Department of Educational Sciences (2007) This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers' toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 pr...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...

Citation Formats

Z. Temiz and Ç. Haser, “Beginning early childhood education teachers’ classroom management concerns,” TEACHERS AND TEACHING, pp. 700–715, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57250.