Okul Öncesi Öğretmenlerinin Mesleki Deneyimleri Bağlamında Duyarlı Sınıf Yönetimi Uygulamaları

Year 2022, Volume: 51 Issue: 3, 1739 - 1768, 30.12.2022

Şeymanur Battal , Berrin Akman

https://doi.org/10.14812/cufej.1135750

Abstract

Duyarlı sınıf yönetimi öğretmen ve çocuk özellikleri gibi pek çok değişkenin uyumlu bir şekilde bir araya gelmesi ile gerçekleşebilmektedir. Bu değişkenlerden biri de öğretmenlerin mesleki deneyimleridir. Mesleki deneyim, öğretmenlerin çocuklara ilişkin beklentilerini, tutumlarını ve uygulamalarını etkilemektedir. Bu doğrultuda mevcut çalışma, okul öncesi öğretmenlerinin mesleki deneyimleri bağlamında duyarlı sınıf yönetimi uygulamalarını belirlemeyi amaçlamaktadır. Çalışmanın örneklemini 60 okul öncesi öğretmeni oluşturmaktadır. Öğretmenlerin duyarlı sınıf yönetimi uygulamalarına ilişkin bilgileri araştırmacılar tarafından oluşturulan açık uçlu ve çoktan seçmeli soruların yer aldığı anket aracılığı ile yazılı doküman şeklinde toplanmıştır. Durum çalışması olarak desenlenen çalışmada, verilerin çözümlenmesinde endüktif ve betimsel analiz kullanılmıştır. Araştırma sonuçları sınıfın duygusal iklimi, sınıf kuralları ve öğretimsel destek gibi alanlarda hem deneyimli hem de yeni öğretmenlerin birbirlerine benzer uygulamalar gerçekleştirdiğini ortaya koymuştur. Ayrıca yeni ve deneyimli öğretmenlerin gürültülü sınıfa ilişkin yaklaşımlarında, problemli davranışı tanımlama ve müdahalede bulunma biçimlerinde farklılıklar olduğu bulunmuştur.

Keywords

Duyarlı Sınıf Yönetimi, Mesleki Deneyim, Okul Öncesi Öğretmeni, Öğretmen-Çocuk İlişkisi

Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional Experiences

Abstract

Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was identified in writing with the help of a questionnaire made up of open-ended and multiple-choice questions created by the researchers. In the study, which was designed as a case study, inductive and descriptive analyses were used to analyze the data. The results of the study revealed that both experienced teachers and novice teachers performed similar practices in areas such as the emotional climate of the classroom, classroom rules and instructional support. In addition, it was found that there were differences in the approaches of the novice teachers and experienced teachers regarding the noisy classroom as well as in the way they defined and intervened problematic behaviors.

Keywords

Responsive Classroom Management, Professional Experiences, Preschool Teacher, Teacher-child Relationship

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