A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Durmaz, Emel; Dinçer, Fatma Çağlayan; Deniz, Kaan Zülfikar

doi:10.17051/ilkonline.2020.763849

Cited by 3 publications

(2 citation statements)

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“…There is evidence that emotional coaching training improves the emotional language repertoire of teachers (Kloes, 2015) and children (Shaw, 2018), as well as the level of emotional expression in the classroom. Studies show that the ability to recognize and interpret emotions, which develops in When the behavior management techniques used in early childhood education settings are examined, it is seen that traditional behavioral approaches are primarily used (Abu & Arslan, 2020;Durmaz, Dinçer, & Deniz, 2020;Medikoğlu & Dalaman, 2018;Yağan Güder, Alabay, & Güner, 2018). However, behavioral approaches are far from developing children's self-regulation (Akgün et al, 2011;Öztürk & Gangal, 2016;Phillips et al, 2022) and do not create a permanent and sustainable effect on their behavior (Güven & Cevher, 2005;Kurt & Sığırtmaç, 2021;Oliver, Wehby, & Reschly, 2011).…”

Section: Introductionmentioning

confidence: 99%

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

Kuru¹

2023

JEL

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The preschool period must be the starting point for the same attitude among all education stakeholders to achieve sustainable improvement and permanent change. Undoubtedly, a supportive classroom environment with a bond and an emotion-oriented approach contributes to children’s intellectual and personal development. Emotion coaching is a relational behavior management approach that enables people/children to realize the emotions they are experiencing. The whole school approach facilitates the development of a common language between stakeholders. There is a need for studies that address emotion coaching and the whole approach together in early childhood. This study examined stakeholders’ perspectives on implementing the Emotion-Friendly Kindergarten Transformation Program (EFKTP), an emotion coaching program based on a whole school approach. Based on the case study method, the study consists of 34 individuals, including all stakeholders. The data were collected through focus group interviews and semistructured interviews with stakeholders regarding the eight stages of the EFKTP program. Descriptive and content analysis methods were used to evaluate the program’s overall impact. The results suggest that school applications of the program enhance children’s emotional repertoire and behavioral control, home activities enhance communication and relationships between children and their families, and emotion coaching training to stakeholders improves self-efficacy perceptions among teachers and parents.

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Section: Introductionmentioning

confidence: 99%

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

Kuru¹

2023

JEL

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“…Effective classroom-management strategy can be broken down into some broad types of actions, aimed at creating a safe and encouraging learning environment, establishing good teacher-student relationships, organising social relations and student behaviour, minimising students' behavioural problems, and managing planning and programming activities (Durmaz et al;Egeberg et al, 2016). Teachers who are focused on increasing the quality of their classroom management by addressing these dimensions tend to avoid traditional and teacher-centred approaches, and to prefer child-centred ones (Fashiku, 2018).…”

Section: Introductionmentioning

confidence: 99%

Okul Öncesi Öğretmen Adaylarının Etkili Öğretmenlik Eğitim Modeline İlişkin Görüşleri ile İletişim Becerileri Arasındaki İlişkinin İncelenmesi

Sak¹,

Sak²,

Kardeş³

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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The aim of this survey-based quantitative study was to examine the relationship between 221 preservice preschool teachers’ views about Gordon’s Teacher Effectiveness Training (TET) model and their communication skills. Also, their views about the TET and their communication skills were examined based on their demographic characteristics. Data were collected through a demographic information form, the Discipline Strategies Questionnaire, and the Communication Skills Scale with the approval of Social and Humanities Research and Publication Ethics Committee of Van Yüzüncü Yıl University (Date: 01/10/2020; Number: 2020/10-04). This revealed that the views of the female preservice teachers about the TET model were more positive than those of their male colleagues, and that the former group’s communication skills were also better – reflecting the generally positive relationship between the respondents’ views of the TET model and their communication skills. However, neither TET views nor communication skills varied significantly by age group. Results show that for preservice teachers to put this style of classroom management into practice, they should be given more opportunities to gain classroom-management experience.

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Pedagogical management in the digital educational environment: Theoretical aspect

Kulikova

Yakovleva

2022

Obraz. nauka

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Introduction. The digital educational environment is becoming not only a challenge of the new time, but also an important condition, a means of training a specialist of the new formation for the digital society. In the digital environment, a teacher will have to learn how to organise, accompany and support the educational activities of students, build network interaction, exercise control and assessment, and create flexible personalised mastering of content. For this, it is important to understand the new nature and features of the implementation of pedagogical management in the context of the global digitalisation process.Aim. The aim of the paper is to comprehend the systemic changes associated with pedagogical management in the digital educational environment, to study the new content of the structural components of pedagogical management.Methodology and research methods. The present research was carried out in reliance on the system-activity, subject-personal and environmental approaches. Theoretical and empirical research methods were used. The online survey method formed the basis of the research. The respondents were young practice teachers studying for a master degree in the direction of “Pedagogical Education”. They begin their professional activities at the stage of the formation of a digital society; they will have to implement blended (distance, digital) learning. The authors applied the methods of comparative and contrastive analysis (comparison of the nature of management in a classical (classroom) and digital environment), synthesis and systematisation of data, modelling. Additionally, the methods of statistical analysis were used.Results. The necessity of a systematic understanding of pedagogical management in the context of digitalisation was substantiated. The essence of the concept of “pedagogical management in digital educational environment” was clarified. The features and nature of pedagogical management in digital educational environment were determined, its structural components were highlighted: motivational-target, information-content, organisational-activity and control-evaluative. The vectors of strengthening the professional training of specialists in the field of education were determined.Scientific novelty. The novelty of the research lies in the systemic understanding of the category of pedagogical management in the new digital conditions; in the system-functional description of the digital educational environment management model. It manifests itself in the possibility of revising the professional training programme for future teachers in the context of the digital transformation of the educational process, as well as building innovative educational practices at different levels of education, taking into account the new model of pedagogical management in digital educational environment.Practical significance. It is advisable to use the results of the study to improve the quality of professional training of teachers in digital and blended learning, improve programmes and courses of advanced training, to increase the efficiency of autonomous educational and cognitive activities, implemented with digital tools and technologies, at different levels of education. The material of the article can be useful for specialists studying the issues of pedagogical management in vocational education.

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A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

Cited by 3 publications

References 12 publications

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

Okul Öncesi Öğretmen Adaylarının Etkili Öğretmenlik Eğitim Modeline İlişkin Görüşleri ile İletişim Becerileri Arasındaki İlişkinin İncelenmesi

Pedagogical management in the digital educational environment: Theoretical aspect

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