Year 2019, Volume 8 , Issue 4, Pages 2282 - 2299 2019-12-15

In this study, it is aimed to determine teachers‘ views of classroom management in theory and practice to help the development and implementation of new strategies to improve classroom management skills and to increase the quality of preschool education. The study sample consisted of 20 preschool teachers (19 women; 1 men) who have been working in public and private kindergartens within the central district of Muş in Turkey for 1 to 17 years. According to results, participants’ self-assessments of using reward and punishment strategies in classroom management show that Teacher Determination is the most important factor in the structuring, determination and implementation of all other strategies used in classroom management. It is recommended that new approaches be developed in classroom management based on digitalization and Education 4.0. Teachers should be trained on different management strategies such as robot teachers, gamification and inverted classes.

Preschool teachers, classroom management, phenomenological research, qualitative research, teachers‘ views
  • Akgün, E., Yarar, M., & Dinçer, Ç. (2011). The evaluation of classroom management strategies of preschool teachers in classroom activities. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1-9.
  • Aydın, A. (2010). Examinings about pre-primary cirruculum of pre-primary school's teachers Unpublished Master Thesis, Kars, Turkey: Kafkas University Social Sciences Institute.
  • Başar, H. (2009). Sınıf yönetimi. Ankara: Pegem Akademi.
  • Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s World. Redleaf Press.
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
  • Bolat, Ö. (2016). Beni ödülle cezalandırma. İstanbul: Doğan Kitap.
  • Celep, C. (2009). Sınıf yönetiminde kuram ve uygulama. (5. Baskı). Ankara: Pegem Akademi.
  • Çelik-Akkaya, N (2006). Determining the perception of classroom management skills for primary school class teachers’. Unpublished Master Thesis, Eskişehir: Anadolu University Institute of Educational Sciences.
  • Çubukçu, Z., & Girmen, P. (2008). Teachers’ opinions on their classroom management skills. Bilig/Türk Dünyası Sosyal Bilimler Dergisi, 44, 123-142.
  • Durğun, B. (2010). Depending on various variables, examining classroom management skills of teachers who have students that need special training (an example of Sancaktepe district). Unpublished Master Thesis, İstanbul: Yeditepe University Institute of Social Sciences.
  • Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18.
  • Ekici, F., Günhan, G. & Anılan, Ş. (2017). Preschool teachers’ clasroom manangement skills. Uluslararası Bilimsel Araştırmalar Dergisi, 2(1), 48-58.
  • Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704.
  • Güven-Denizel, E., & Cevher, N. (2005). The level of preschool teachers’ classroom management skills and its relations with different variables. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 71-92.
  • Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T. & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88- 123.
  • Hu, B. Y., Fan, X., Wu, Z., LoCasale-Crouch, J., Yang, N., & Zhang, J. (2017). Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms. Children and Youth Services Review, 79, 78-86.
  • Karademir, A. (2013). The reflection of school climate on the learning and teaching process from the perspective of public preschool administrators and teachers. Unpublished Master Thesis, Eskişehir: Anadolu University Institute of Educational Sciences.
  • Kohn, A. (2006). Beyond discipline: From compliance to community. ASCD. Lippard, C. N., La Paro, K. M., Rouse, H. L., & Crosby, D. A. (2018, February). A closer look at teacher–child relationships and classroom emotional context in preschool. In Child & Youth Care Forum, 47(1), 1-21. Springer US.
  • Kozikoğlu, İ. (2018). Okul öncesi öğretmenlerinin değerler eğitimine ilişkin tutum ve görüşlerinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4), 2698-2720.
  • Llewellyn, L. L., Boon, H. J., & Lewthwaite, B. E. (2018). Effective behaviour management strategies for australian aboriginal and torres strait islander students: a literature review. Australian Journal of Teacher Education, 43(1). Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss1/1
  • Luebbering B. (2010). Classroom management. In: Clauss-Ehlers C.S. (eds) Encyclopedia of cross-cultural school psychology.
  • Öztürk, Y. & Gangal, M. (2016). Preschool teachers’ beliefs about discipline, classroom management, and disruptive behaviors. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 593-608.
  • Sadık, F. (2008). Sınıf yönetiminde temel kavramlar ve yaklaşımlar. In Y. Aktaş Arnas and F.Sadık (Ed.), Okul öncesi eğitimde sınıf yönetimi (pp.13-60). Ankara: Kök Yayıncılık.
  • Springer, Boston, MA. O'Rourke, M. & Harrison, C. (2004). The introduction of new technologies: new possibilities for early childhood pedagogy. Australian Journal of Early Childhood, 29(2), 11-18. Retrieved February 5, 2019 from https://www.learntechlib.org/p/104634/
  • Şahin, Ç., Kartal, O. Y., & İmamoğlu, A. (2013). The opinions of pre-school teacher candidates about pre-school teacher education program. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14 (1), 101-118.
  • Şıvgın, N. (2005). Teachers perspectives about the early childhood education program: Denizli case. Unpublished Master Thesis, Denizli: Pamukkale University Institute of Social Sciences.
  • Terzi, A. R. (2002). Sınıf yönetimi açısından etkili öğretmen davranışları. Millî Eğitim Dergisi, 155, 162-169.
  • Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716-733.
  • Uyanık-Balat, G. (2010). Sınıf yönetimi kavramı ve sınıf yönetimi modelleri. In G. Uyanık Balat ve H. Bilgin (Ed.), Okul öncesi eğitimde sınıf yönetimi. Ankara: Eğiten Kitap. Yaşar-
  • Zembat, R., Koçyiğit, S., Akşin-Yavuz, E. & Tunçeli, H. İ. (2018). Çocukların benlik algısı, mizaç ve sosyal becerileri arasındaki ilişkiler. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(1), 548-567.
Primary Language en
Subjects Social
Journal Section Articles
Authors

Author: Cumhur TÜRK
Institution: SAMSUN ÜNİVERSİTESİ
Country: Turkey


Author: Ayça KARTAL
Institution: MUŞ ALPARSLAN ÜNİVERSİTESİ
Country: Turkey


Author: Abdulhamit KARADEMİR
Institution: MUŞ ALPARSLAN ÜNİVERSİTESİ
Country: Turkey


Author: Erdinç ÖCAL
Institution: MUŞ ALPARSLAN ÜNİVERSİTESİ
Country: Turkey


Dates

Publication Date : December 15, 2019

Bibtex @research article { teke667219, journal = {Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi}, issn = {2147-0146}, address = {}, publisher = {Cengiz ALYILMAZ}, year = {2019}, volume = {8}, pages = {2282 - 2299}, doi = {}, title = {PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES}, key = {cite}, author = {Türk, Cumhur and Kartal, Ayça and Karademir, Abdulhamit and Öcal, Erdinç} }
APA Türk, C , Kartal, A , Karademir, A , Öcal, E . (2019). PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES . Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi , 8 (4) , 2282-2299 . Retrieved from https://dergipark.org.tr/en/pub/teke/issue/50771/667219
MLA Türk, C , Kartal, A , Karademir, A , Öcal, E . "PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES" . Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 (2019 ): 2282-2299 <https://dergipark.org.tr/en/pub/teke/issue/50771/667219>
Chicago Türk, C , Kartal, A , Karademir, A , Öcal, E . "PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES". Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 (2019 ): 2282-2299
RIS TY - JOUR T1 - PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES AU - Cumhur Türk , Ayça Kartal , Abdulhamit Karademir , Erdinç Öcal Y1 - 2019 PY - 2019 N1 - DO - T2 - Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi JF - Journal JO - JOR SP - 2282 EP - 2299 VL - 8 IS - 4 SN - 2147-0146- M3 - UR - Y2 - 2021 ER -
EndNote %0 Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES %A Cumhur Türk , Ayça Kartal , Abdulhamit Karademir , Erdinç Öcal %T PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES %D 2019 %J Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi %P 2147-0146- %V 8 %N 4 %R %U
ISNAD Türk, Cumhur , Kartal, Ayça , Karademir, Abdulhamit , Öcal, Erdinç . "PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES". Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 / 4 (December 2019): 2282-2299 .
AMA Türk C , Kartal A , Karademir A , Öcal E . PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES. TEKE. 2019; 8(4): 2282-2299.
Vancouver Türk C , Kartal A , Karademir A , Öcal E . PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi. 2019; 8(4): 2282-2299.
IEEE C. Türk , A. Kartal , A. Karademir and E. Öcal , "PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES", Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, vol. 8, no. 4, pp. 2282-2299, Dec. 2019