THE PRESCHOOL CLASSROOM MANAGEMENT AND INCLUSION IN TURKEY

Yıl 2017, , 66 - 80, 01.12.2017

Nimet Bülbin Sucuoğlu , Hatice Bayraklı , Fadime İşcen Karasu Şeyda Demir

https://doi.org/10.20489/intjecse.341324

Cited By: 1

Öz

This study evaluates classroom management of preschool
teachers by using the data collected from 147 teachers who have and do not have
children with disabilities in their classrooms. The Turkish Form of the Teacher
Strategies Questionnaire (TSQ-T) was used for gathering data based on teachers’
opinions of the classroom management strategies that they use. The authors
found that the TSQ-T is a reliable instrument for investigating preschool
classroom management, and that the frequency and usefulness scores regarding
the management strategies of the teachers who have and do not have children
with disabilities in their classrooms are similar, except for the fact that the
inclusive classroom teachers view the negative strategies as being less useful
than the other group of teachers. In addition, the Turkish teachers have almost
the highest scores on their current and future confidence in being able to deal
with problems. The authors discussed the results in terms of the content of the
pre-service and in-service classroom management courses and practicums related
to management skills of the preschool teachers and the teacher candidates.

Anahtar Kelimeler

Preschool Teachers, Classroom Management, Inclusion

Kaynakça

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