Change in teacher candidates' metaphorical images about classroom management in a social constructivist learning environment

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Akar H. , Yıldırım A.

TEACHING IN HIGHER EDUCATION, cilt.14, ss.401-415, 2009 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 14
  • Basım Tarihi: 2009
  • Doi Numarası: 10.1080/13562510903050152
  • Sayfa Sayıları: ss.401-415


The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were subjected to a constructivist learning environment. Prior to the implementation, the images depicted a 'controlling' or 'leading' type of classroom management approach indicating a disciplinary vision. After the implementation, although the metaphors were mainly retained by participants, the descriptions of the images depicted more a leading type of classroom management that entailed messages of cooperation and sensitivity toward individual differences. The results showed that a constructivist learning process may result in a change in teacher candidates' conceptions of classroom management.