Investigating the Preservice Teachers’ Knowledge Sources for Classroom Management: A Case Study

Year 2017, Volume: 25 Issue: 1, 155 - 170, 15.01.2017

Evrim Baran Hatice Çilsalar , Canan Mesutoğlu

Abstract

Preservice teachers’ classroom management knowledge is gained through varied teaching

and learning experiences, yet limited research exists on its sources. Following a case study

methodology, this research investigated sources of classroom management knowledge

in the context of a classroom management course offered during the spring semester of

a four-year teacher education program at a public university in Turkey. Study participants

included 25 preservice teachers enrolled in the course. Data collection sources included a

classroom management philosophy assignment, reflections, midterm exams, and a classroom

management plan. Data analysis revealed that preservice teachers attributed their knowledge

about classroom management to sources such as their teacher education program, literature,

past teachers, student experiences, personal characteristics, and teaching experiences, as

well as friends, colleagues, teacher acquaintances, conferences, mentor teachers, and their

families. The analysis revealed that each knowledge source provided preservice teachers with

different opportunities to observe, practice, and reflect on classroom management strategies

and concepts.

Keywords

Knowledge sources; classroom management; preservice teachers; teacher education.

Öğretmen Adaylarının Sınıf Yönetimine Dair Bilgi Kaynalarının İncelenmesi: Bir Örnek Olay Çalışması

Abstract

Öğretmen adaylarının sınıf yönetimi bilgi kaynakları ile ilgili az sayıda çalışma olmasına rağmen, birçok öğrenme ve öğretme deneyimi sonucunda bu adaylar sınıf yönetimi bilgisi elde etmektedirler. Bir örnek olay çalışması olarak, bu araştırma Türkiye'de bir kamu üniversitesinde dört yıllık bir öğretmen eğitimi programının bahar döneminde sunulan sınıf yönetimi dersi kapsamında, öğretmen adaylarının sınıf yönetimine dair bilgi kaynaklarını incelenmektedir. Derse kayıt yaptırmış olan 25 öğretmen adayı çalışmaya katılmıştır.  Sınıf yönetimi felsefesi ödevi, yansıtıcı düşünme, ara sınav ve sınıf yönetimi planı veri toplama aracı olarak kullanılmıştır. Yapılan analizlere göre, bilgi kaynaklarının öğretmen adaylarına farklı açılardan sınıf yönetimi stratejileri ve kavramlarını gözleme, uygulama ve yansıtma olanağı sundukları ortaya çıkmıştır.

Keywords

Bilgi kaynakları, sınıf yönetimi, öğretmen adayları, öğretmen eğitimi.

References

• Altınay-Gazi, Z., & Altınay-Aksal, F. (2011). The film as visual aided learning tool in classroom management course. Hacettepe University Journal of Education, 41: 170–179.
• Anderson, N.A., Barksdale, M. A., & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4): 97–117.
• Balli, S. J. (2011). Pre-service teachers' episodic memories of classroom management. Teaching and Teacher Education, 27(2): 245–251.
• Berry, A., Loughran, J., & Van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30(10) 1271–1279.
• Borman, K. M., Mueninghoff, E., Cotner, B. A., & Frederick, P. B. (2008). Teacher preparation programs. In International Handbook of Research on Teachers and Teaching, vol. 2, edited by J. Lawrence and A. G. Dworkin, 122–140. New York, NY: Springer.
• Danielson, C. (2012). Observing classroom practice. Educational Leadership, 73(3): 32–37.
• Demiraslan-Cevik, Y., & Andre, T. (2013). Examining preservice teachers’ classroom management decisions in three case-based teaching approaches. International Journal of Education in Mathematics, Science and Technology, 1(1): 25–42.
• Driel, J. H. V., & Berryi A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1): 26–28.
• Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology with implications for teacher education. Educational Psychologist, 36(2): 103–112.
• Erol, O., Özaydın, B., & Koç, M. (2010). Classroom management incidents, teacher reactions and effects on students: A narrative analysis of unforgotten classroom memoirs. Educational Administration: Theory and Practice, 16(1): 25–47.
• Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
• Garrahy, D., D. Cothran, & Kulinna, P. (2005). Voices from the trenches: An exploration of teachers' management knowledge. Journal of Educational Research, 99: 56–63.
• Girod, M., & Girod, G. R. (2008). Simulation and the need for practice in teacher preparation. Journal of Technology and Teacher Education, 16(3): 307–337.
• Glaser, B. G. (2002). Constructivist grounded theory?. Forum: Qualitative Social Research, 3(3): article 12. http:/www.qualitative-research.net/index.php/fqs/article/view/825/1793
• Hayden, M., J. Levy, & Thompson, J. (2007). The sage handbook of research in international education. London, England: SAGE Publications.
• Jones, V. F. (1989). Classroom management: Clarifying theory and improving practice. Education, 109(3): 330–339.
• Kaya, S., Lundeen, C. & Wolfgang, C. H. (2010). Discipline orientations of pre-service teachers before and after student teaching. Teaching Education, 21(2): 157–169.
• Koç, M. (2011). Let’s make a movie: Investigating preservice teachers’ reflections on using video-recorded role playing classes in Turkey. Teaching and Teacher Education, 27(1): 95–106.
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. 2nd ed. Thousand Oaks, CA: SAGE Publications.
• Mansfield, C. F., & Volet, S. E. (2010). Developing beliefs about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education, 26, 1404–1415.
• Marks, D. B. (2010). Preservice teachers' perceptions of classroom management instruction: theory to practice. National Teacher Education Journal, 3(2): 179–201.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandra, VA: ASCD.
• Mergler, A. G., & Tangen, D. (2010). Using Microteaching to Enhance Teacher Efficacy in Pre‐service Teachers. Teaching Education, 21(2): 199–210.
• Miles, M., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE Publications.
• Muirhead, B. (2006). Creating concept maps: Integrating constructivism principles into online classes. International Journal of Instructional Technology and Distance Learning 3 (1): 17–30.
• Öksüz, Y., C. Çevik, M. B., & Güven, E. (2011). The investigation on classroom management perceptions of prospective classroom teacher with respect to different variables. Journal of Ondokuz Mayıs University Education Faculty, 30(2): 99–113.
• O’Neil, S., & J. Stephenson. 2012. Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?. Teaching and Teacher Education, 28(8): 1131–1143.
• Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training in-service teachers’ competencies in classroom management: A quasi-experimental study with teachers of secondary schools. Teaching and Teacher Education, 30: 1–12.
• Polat, S., S. Kaya, & Akdağ, M. (2013). Investigating pre-service teachers’ beliefs about classroom discipline. Educational Science: Theory & Practice, 13(2): 885–890.
• Scherff, L., & Singer, N. R. (2012). The preservice teachers are watching: Framing and reframing the field experience. Teaching and Teacher Education, 28: 263–272.