Preschool teachers’ preparation programs in Turkey: A multi-level analysis of variables on classroom management models

Abstract

This quantitative study aimed to address variables related to six classroom management models used by 1323 preservice preschool teachers: behavioral change theory, Dreikurs, Canter, Glasser, Kounin, and Gordon models. Data were collected using a demographic characteristics form and the Classroom Management Strategy Determination Scale. Data were analyzed using hierarchical linear modeling. Results showed that the classroom management course taught by experts helped preservice preschool teachers choose the right models. Gender played a role in Dreikurs' social discipline model, while undergraduate education played a role in Canter's assertive discipline model.

Teacher’s Perceptions and Attitudes Toward Bilingualism: Implications For Early Childhood Education

“…Teachers should prefer games and activities that enable them to get to know their students and evaluate them correctly (Pramling & Samuelsson, 2013;Turk et al, 2020). Teachers who know their students well and recognize their strengths and weaknesses are more likely to adopt classroom management models that promote communication skills and reduce the incidence of behavior problems (Karademir & Saatcioglu, 2021).…”

The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers

“…In addition, it is conceivable that the needs of student teachers may differ globally as well locally. Countries can substantially differ in their orientation toward developing appropriate teaching skills among their student teachers, but also between teacher training programs within the same country differences exist (Karademir & Saatçioglu, 2021).…”

Analisis Deskriptif Pengelolaan Kelas melalui Pendekatan Perubahan Perilaku

“…Sedikit berbeda dengan Skinner yang menyatakan bahwa suatu perilaku dapat dikendalikan dengan pemberian konsekuensi dari tindakan yang dilakukannya. Karademir & Saatçioğlu (2021), mengklasifikasikan BCT (Behavioral Change Theory) sebagai "teacher-centered discipline model". Hal ini menekankan bahwa dalam struktur pendekatan perubahan perilaku, guru adalah manajer yang memegang kendali dan bertanggung jawab atas kondusivitas ruang kelas.…”