Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management

Şahin Sak İ. T., Tantekin-Erden F., Pollard-Durodola S.

EDUCATION 3-13, cilt.46, sa.1, ss.102-116, 2018 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 46 Sayı: 1
  • Basım Tarihi: 2018
  • Doi Numarası: 10.1080/03004279.2016.1194447
  • Dergi Adı: EDUCATION 3-13
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.102-116
  • Anahtar Kelimeler: Developmentally appropriate practices, preschool teachers, classroom management, teachers' beliefs, teachers' practices, SELF-EFFICACY, CLASS SIZE, BEHAVIOR, BURNOUT, KOREA, US
  • Van Yüzüncü Yıl Üniversitesi Adresli: Hayır

Özet

The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics.