Investigating the Preservice Teachers’ Knowledge Sources for Classroom Management: A Case Study
Öz
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.
Anahtar Kelimeler
Knowledge sources; classroom management; preservice teachers; teacher education.
Kaynakça
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