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

ÇAKIR N., SARIDEMİR H.

European Education, vol.57, no.1, pp.1-14, 2025 (ESCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 57 Issue: 1
  • Publication Date: 2025
  • Doi Number: 10.1080/10564934.2024.2437708
  • Journal Name: European Education
  • Journal Indexes: 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
  • Page Numbers: pp.1-14
  • Middle East Technical University Affiliated: Yes

Abstract

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.