Yasin ÖZTÜRK  , Merve GANGAL  ÖZ: Bu araştırmada öğretmenlerin istenmeyen davranışlar ile baş etme, sınıf yönetimi yeterlilikleri ve disiplin uygulamaları ile ilgili inanç ve görüşlerinin incelenmesi amaçlanmıştır. Çalışma nitel araştırma yöntemlerinden durum çalışması yöntemi ile yapılmıştır. Çalışma 2012-2013 eğitim öğretim yılında, Milli Eğitim Bakanlığına bağlı bir anaokulundan seçilen 3 okul öncesi eğitim öğretmeni ile yürütülmüştür. Veriler yapılandırılmam31ış sınıf içi gözlemler, öğretmenler ile yapılan yarı yapılandırılmış mülakatlar ve öğretmenlerin günlük planlarından elde edilmiştir. Verilerin yazılı dökümleri yapıldıktan sonra nitel veri analiz aracı olan NVIVO 8 programına aktarılarak içerik analizi ile çözümlemesi yapılmıştır. Çalışma sonucunda öğretmenlerin inançları ile sınıf içi uygulamaları arasında bazı benzerlikler olmasına rağmen farklılıkların da olduğu tespit edilmiştir. Öğretmenlerin inançlarının tersine sınıf içinde daha çok geleneksel sınıf yönetimi stratejilerini kullandıkları görülmüştür.Anahtar sözcükler: okul öncesi, istenmeyen davranışlar, sınıf yönetimi, öğretim stratejileri, disiplin ABSTRACT: In this research, it is aimed to explore the beliefs and the views of preschool teachers about discipline, classroom management, and dealing with disruptive behaviors in their classrooms. The study was done through case study methods as one of qualitative research methods. It was conducted in 2012-2013 educational years and with 3 preschool education teachers who were selected from a preschool dependent on the Ministry of National Education. The data was gathered through unstructured in-class observations, semi-structured interviews with the teachers, and document analysis of teachers' plans related to daily routines. After transcription, the data were transferred to NVIVO 8 program, which is a qualitative data analysis tool, and its analysis was made through content analysis. As a result of study, it was found out that there are clear distinctions with teachers' classroom practices and their classroom management discourses although there were some similarities between their beliefs and practices. In contrast to their beliefs, the teachers were observed to use more traditional classroom management strategies for the disruptive behaviors.

The aim of this study was to determine preschool teachers' beliefs about teaching mathematics to young learners. In this context, we compared preschool teachers' beliefs with mathematical learning, talent-development-age appropriateness for mathematical learning, the nature of mathematics, the curriculum, teacher efficacy, and the teacher's role by taking into account the preschool teachers' graduation programs and their experiences. Data was collected from 139 preschool teachers. The teachers were selected based on their teaching experiences and their graduation programs. A 32-item Likert-type "Belief Scale towards Mathematics Learning and Teaching" was used to determine their views about teaching, and the nature of the preschool mathematics teachers learning mathematics. The results of an ANOVA test to determine whether there was a statistically significant difference between the score averages the of their beliefs and teaching practice time and graduated program, revealed a significant difference among preschool teachers about mathematics and the role of teachers on teaching. Furthermore, the test revealed that the more experienced teachers have a better understating of the curriculum and the children and indicated a positive change in their opinions in the scale's related section.

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