Classroom Management at Preschool Level: An Overview from Pre-Service Teachers' Perspectives

Autor/inn/en	Koçyigit, Mehmet; Egmir, Eray; Erdem, Cahit
Titel	Classroom Management at Preschool Level: An Overview from Pre-Service Teachers' Perspectives
Quelle	In: Anatolian Journal of Education, 5 (2020) 2, S.95-108 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Classroom Techniques; Preschool Education; Preschool Children; Behavior Problems; Preservice Teachers; Student Teaching; Student Attitudes; Peer Relationship; Intervention; Prevention; Coping; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Klassenführung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teaching practice; Unterrichtspraxis; Schülerverhalten; Peer-Beziehungen; Prävention; Vorbeugung; Bewältigung; Ausland; Türkei
Abstract	This study set out to examine student misbehaviors confronted in preschool classrooms, intervention types to these misbehaviors, and the problematic areas that pre-service teachers experienced in preschool classroom management during teaching practice based on senior preservice preschool teachers' observation and experiences during teaching practice course. To this end, in this case study, data were collected from six pre-service preschool teachers through a semi-structured form and weekly meetings. The data were analyzed through descriptive analysis. Some of the basic findings of the study indicate that: peer violence, bad language, not participating to activities and constant yelling/crying are the most prevalent misbehaviors at preschool level; relaxing/punishment corner, one-to-one talking/forcing to apology, and raising voice are the most frequent intervention types. The number of students and catering to children's levels are the most frequent problems the pre-service teachers experience in teaching practice. The problems are related to intrinsic and extrinsic factors. The results are discussed with the literature and recommendations are made. (As Provided).
Anmerkungen	Anatolian Journal of Education. Eskisehir Osmangazi University Faculty of Education, Eskisehir 26480, Turkey. e-mail: aje.editorial@gmail.com; Web site: http://www.e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01