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


Şahin Sak İ. T. , Erden F., Durodola S.

EDUCATION 3-13, vol.46, no.1, pp.102-116, 2018 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 46 Issue: 1
  • Publication Date: 2018
  • Doi Number: 10.1080/03004279.2016.1194447
  • Journal Name: EDUCATION 3-13
  • Journal Indexes: Emerging Sources Citation Index, Scopus
  • Page Numbers: pp.102-116
  • Keywords: Developmentally appropriate practices, preschool teachers, classroom management, teachers' beliefs, teachers' practices, SELF-EFFICACY, CLASS SIZE, BEHAVIOR, BURNOUT, KOREA, US

Abstract

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.