On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices

ÇAKIR N., SARIDEMİR H.

European Education, cilt.57, sa.1, ss.1-14, 2025 (ESCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 57 Sayı: 1
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/10564934.2024.2437708
  • Dergi Adı: European Education
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
  • Sayfa Sayıları: ss.1-14
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The self-perception of pre-service teachers regarding classroom management, and their aspirations for their future selves, can impact their behavior. This qualitative case study examined how pre-service teachers envision themselves in relation to classroom management. The findings indicate that pre-service teachers aspire to be authoritative teachers while maintaining good relationships with their students. Moreover, situational and contextual factors, as well as perceived teacher identity shape their classroom management behavior.