Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

Year 2021, , 363 - 372, 01.08.2021

Şöheyda Göktürk , Elif Abat Özlem Şişmanoğlu Kaymaz

https://doi.org/10.2399/yod.20.512767

Abstract

Kültür ile yakından ilişkili olan sınıf yönetimi süreci, etkili öğretimin önemli bir unsurudur. Bu araştırmada Türk üniversite öğrencilerinin kendi kültürlerinden ve diğer kültürlerden (Kuzey Amerika ve İngiltere) öğretmenlerinin sınıf yönetimi uygulamalarına dair algıları incelenmiştir. Araştırmanın temel amacı, öğrencilerin ve öğretmenlerin kültürel altyapılarının sınıf yönetimi uygulamalarına ve öğrencilerin bu yöndeki beklentilerine nasıl yansıdığının anlaşılmasıdır. Araştırma, araçsal durum çalışması deseninde nitel bir çalışma olup veriler sınıf gözlemi ve odak grup yöntemi ile büyük bir devlet üniversitesinin Yabancı Diller Yüksekokulunda eğitim gören 53 öğrenciden beşi Türk, beşi yabancı 10 öğretim görevlisine ilişkin olarak elde edilmiştir. Araştırma bulguları, Türk ve yabancı öğretmenlerin sınıf disiplini, öğrenci-öğretmen ilişkisi ve pedagojik uygulamalar açısından farklı algılandığını ortaya koymuştur. Bulgular ayrıca öğrencilerin disiplin ve öğretme yöntemlerine ilişkin beklentilerinin de kültürel özelliklere göre değişiklik gösterdiğini ortaya koymaktadır. Araştırma bulguları sınıf yönetimi ve kültürün etkileşimini göstermesi ve geniş çaplı yapılacak nicel araştırmalara ön veri kazandırması açısından önemlidir.

Keywords

Kültürel değerlere duyarlı eğitim, kültürlerarası eğitim, öğrenci algıları, öğrenci beklentileri, öğretimde kültürel farklılıklar, sınıf yönetimi

Üniversite Öğrencilerinin Anadili İngilizce Olan ve Türk Yabancı Dil Öğretmenlerinin Sınıf Yönetimi Uygulamalarına Dair Algıları: Kültürel Bir Bakış Açısı

Abstract

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

Keywords

Classroom management, cultural differences in teaching, culturally responsive teaching, student perceptions, teaching overseas

References

• Akin-Little, K. A., Little, S. G., & Laniti, M. (2007). Teachers’ use of classroom management procedures in the United States and Greece: A cross-cultural comparison. School Psychology International, 28(1), 53–62.
• Apaydın, Ç., & Manolova, O. (2015). The informal punishment in the classroom with analytic hierarchy process. [Article in Turkish] Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 23(1), 105–122.
• Atici, M., & Merry, R. (2001). Misbehaviour in British and Turkish primary classrooms. Pastoral Care in Education, 19(2), 32–39.
• Atkins, A. (2000). The effects of uncertainty avoidance on interaction in the classroom. Retrieved from https://www.birmingham.ac.uk/Documents/ collegertslaw/cels/essays/languageteaching/Atkins1.pdf (February 18, 2019).
• Aycan, Z., Kanungo, R., Mendonca, M., Yu, K., Deller, J., Stahl, G., & Kurshid, A. (2000). Impact of culture on human resource management practices: A 10-country comparison. Applied Psychology, 49(1), 192–221.
• Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. London: Routledge.
• Baştürkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295.
• Bear, G. G., Chen, D., Mantz, L. S., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41–50.
• Berne, E. (1968). Games people play: The psychology of human relationships. London: Penguin Books.
• Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326–348.
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253.
• Canter, L. (1989). Assertive discipline: More than names on the board and marbles in a jar. Phi Delta Kappan, 71(1), 57–61.
• Canter, L. (1993). Assertive discipline for parents: a proven, step-by-step approach to solving everyday behaviour problems. New York, NY: HarperCollins.
• Chhokar, J. S., Brodbeck, F. C., & House, R. J. (2013). Introduction. In J. S. Chhokar, F. C. Brodbeck, & R. J. House (Eds.), Culture and leadership across the world: The GLOBE book of in-depth studies of 25 societies (pp. 1–17). New York, NY: Routledge.
• Crabtree, R. D., & Sapp, D. A. (2004). Your culture, my classroom, whose pedagogy? Negotiating effective teaching and learning in Brazil. Journal of Studies in International Education, 8(1), 105–132.
• Davis, J. R. (2017). Classroom management in teacher education programs. New York, NY: Springer.
• Evertson, C. M., & Weinstein, C. S. (2011). Classroom management as a field of inquiry. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues, (pp. 3–17). New York, NY: Routledge.
• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
• Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
• Gu, H., Lai, S. L., & Ye, R. (2011). A cross-cultural study of student problem behaviours in middle schools. School Psychology International, 32(1), 20–34.
• Hampden-Turner, C., & Trompenaars, F. (1997). Riding the waves of culture. London: Nicholas Brealey.
• Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage Publications.
• Hofstede, G. (1983). The cultural relativity of organizational practices and theories. Journal of International Business Studies, 14(2), 75–89.
• Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.
• Hofstede, G. (1991). Cultures and organizations: Software of the mind. London, UK: McGraw-Hill.
• Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviours, institutions and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations, software of the mind. Intercultural cooperation and its importance for survival. New York, NY: McGraw-Hill.
• Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. New York, NY: Routledge.
• Kato, K. (2010). Cultural compatibility in educational contexts: Japanese native-speaker teachers in Australian classrooms. Lanham, MD: University Press of America.
• Koh, M. S., & Shin, S. (2014). A comparative study of elementary teachers’ beliefs and strategies on classroom and behaviour management in the USA and Korean school systems. International Journal of Progressive Education, 10(3), 18–33.
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
• Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. Upper Saddle River, NJ: Pearson.
• Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehaviour in Australia, China and Israel. Teaching and Teacher Education, 21(6), 729–741.
• Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. New York, NY: John Wiley & Sons.
• Lozano, R., & Kizilaslan, I. (2013). Approaches to classroom discipline in Turkey and their implications for teacher education. International Journal on New Trends in Education and Their Implications, 4(1), 180–187.
• Lundgren, U., Castro, P., & Woodin, J. (Eds.). (2019). Educational approaches to internationalization through intercultural dialogue: Reflections on theory and practice. New York, NY: Routledge.
• Macnab, D. S., & Payne, F. (2003). Beliefs, attitudes and practices in mathematics teaching: Perceptions of Scottish primary school student teachers. Journal of Education for Teaching, 29(1), 55–68.
• Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
• Oxford, R. L., & Anderson, N. J. (1995). A crosscultural view of learning styles. Language Teaching, 28(4), 201–215.
• Özer, B., Gelen, İ., Alkan, S. H., Çınar, G., & Duran, V. (2016). The most common mistakes of teacher trainees’ former teachers. Universal Journal of Educational Research, 4(5), 963–972.
• Pepin, B., & Roesken-Winter, B. (2015). From beliefs to dynamic affect systems in mathematics education. Cham: Springer.
• Pogue, L. L., & AhYun, K. (2006). The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55(3), 331–344.
• Powell, R. G., & Powell, D. L. (2015). Classroom communication and diversity: Enhancing instructional practice. New York, NY: Routledge.
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education, (pp. 102–119). New York, NY: Macmillan.
• Sadık, F. (2008). The Investigation of strategies to cope with students’ misbehaviours according to teachers and students’ perspectives. Elementary Education Online, 7(2), 232–251.
• Sadık, F. (2018). Children and discipline: Investigating secondary school students’ perception of discipline through metaphors. European Journal of Educational Research, 7(1), 31–45.
• Schein, E. H. (2010). Organizational culture and leadership (4th ed., Vol. 2). San Francisco, CA: John Wiley & Sons.
• Shimahara, N. K. (2013). Politics of classroom life: Classroom management in international perspective. New York, NY: Routledge.
• Shin, S., & Koh, M. S. (2007). A cross-cultural study of teachers’ beliefs and strategies on classroom behaviour management in urban American and Korean school systems. Education and Urban Society, 39(2), 286–309.
• Shuayb, M. (Ed.). (2012). Rethinking education for social cohesion: International case studies. London: Palgrave Macmillan.
• Şahin-Sak, İ. T., Tantekin-Erden, F., & Pollard-Durodola, S. (2018). Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13, 46(1), 102–116.
• Tekindal, S., Roehrig, A. D., Jakiel, L. M., Arrastia, M. C., Rawls, E. S., & Izci, B. (2017). Differences in American and Turkish preservice teachers’ beliefs about the effectiveness of classroom management practices. International Journal of Pedagogies & Learning, 12(2), 101–116.
• Türnüklü, A. (2000). A comparison of Turkish and British primary school teachers’ classroom behaviour strategies. [Article in Turkish] Kuram ve Uygulamada Egitim Yönetimi Dergisi, 6(23), 449–466.
• Walker, J. M. (2008). Looking at teacher practices through the lens of parenting style. The Journal of Experimental Education, 76(2), 218–240.
• Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120–130.
• Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). What helps students learn? Spotlight on Student Success, 209, 2–4.
• Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161–173.
• Wubbels, T. (2015). A cross-cultural perspective on classroom management. In M. Hayden, J. Levy & J. Thompson (Eds.), The SAGE handbook of research in international education (2nd ed., pp. 261–274). Los Angeles, CA: Sage Publications.
• Yin, R. K. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage Publications.
• Yoo, A. J. (2014). The effect Hofstede’s cultural dimensions have on student-teacher relationships in the Korean context. Journal of International Education Research, 10(2), 171–178.
• Zhou, W., & Li, G. (2015). Chinese language teachers’ expectations and perceptions of American students’ behaviour: Exploring the nexus of cultural differences and classroom management. System, 49, 17–27.