Beliefs, Attitudes and Classroom Management: A Study on Prospective Teachers

Caner, Hamit; Tertemiz, Neşe

doi:10.1016/j.sbspro.2015.04.098

Cited by 15 publications

(20 citation statements)

References 4 publications

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“…The practice of teacher leadership is an important aspect of improving effective classroom management practices, especially for teachers in special education as stated by Ngang et al (2015). It is teachers' responsibility to create a supportive, positive, orderly, and conducive learning environment (Caner & Tertemiz, 2015). In order to obtain those ideal circumstances, school and classroom management strategies should be developed with constructivist approaches (Erdogan & Kurt (2015)).…”

Section: Volume 1 Issue 1 Paper 10mentioning

confidence: 99%

The development of the effective learning environment by creating an effective teaching in the classroom.

Prameswari

Budiyanto

2017

IJIE

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The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature. <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a> This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.

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Section: Volume 1 Issue 1 Paper 10mentioning

confidence: 99%

The development of the effective learning environment by creating an effective teaching in the classroom.

Prameswari

Budiyanto

2017

IJIE

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“…Quintero & Ramírez, 2011;Veldman, Admiraal, Mainhard, Wubbels, & Tartwijk, 2017). These authors coincide in the idea that setting up an adequate work atmosphere and dealing with challenges in the classroom is a sensitive and, at times, difficult area for every teacher, particularly for novices (Caner & Tertemiz, 2015;Fowler & Saraplı, 2010;Lewis, 2009;Macías, 2017;Macías & Sánchez, 2015;Marzano, Marzano & Pickering, 2003;Quintero & Ramírez, 2011;Sánchez, 2011a, Sánchez, 2011bPineda & Frodden, 2008;Sieberer-Nagler, 2016). Given its influence on learning outcomes, CM could be more prominent, and instruction on it could be more explicit in L2 teacher education programs, conferences and workshops for professional development.…”

Section: Classroom Management and Novice Teachersmentioning

confidence: 97%

“…Further knowledge is gained by acknowledging the challenges and consequences of not handling the dynamics of the classroom, something that has been researched from different perspectives, while highlighting the prominent role of CM in the classroom (Landau, 2001;Latz, 1992;Yerli Usul & Yerli, 2017). For some, CM is the most essential issue in a teacher's day-to-day professional practice (Wright, 2005), the most valuable set of skills instructors can have (Landau, 2001), or one of the most difficult responsibilities that teachers deal with in the classroom (Caner & Tertemiz, 2015).…”

Section: Understanding Classroom Managementmentioning

confidence: 99%

Classroom Management and Novice Language Teachers: Friend or Foe?

Solarte

2019

HOW

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This article describes the importance of classroom management for language teachers, particularly for novice L2 teachers since it can affect their permanence in the teaching profession. A definition of classroom management along with a description of its dimensions, a set of initial principles and practical ideas to approach teaching with more confidence are provided in this paper. It is expected that this information will contribute to equip inexperienced teachers with procedures and strategies that can be translated and adapted to their teaching situation and ease the transition from student-teacher to being in charge of a classroom on their own.

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“…There are also studies that investigated the relevance and effectiveness of the classroom management courses for preservice teachers (Caner & Tertemiz, 2015;Cerit, 2011;Fowler & Sarapli, 2010;Giallo & Little, 2003;Gurcay, 2015;Weinstein, 1998). For example, Cerit (2011) explored the relationship between preservice teachers' self-efficacy and their approach to classroom management.…”

Section: Introductionmentioning

confidence: 99%

“…They found that ELT students have certain expectations of their educational leaders such as being on time for class and starting the class as scheduled. Caner and Tertemiz (2015) studied the attitudes and beliefs of preservice teachers studying in English Language Teaching Program (ELT) toward classroom management. Balli (2011) studied pre-service teachers' perspectives on classroom management strategies of their past teachers.…”

Section: Introductionmentioning

confidence: 99%

‘It Is Not Our Fault; It Is Our Professors’ Fault!’ Preservice Teachers’ Perspectives on Their Own Experiences in Teacher Education Classrooms

Yaşar¹

2019

EUROPEAN J ED RES

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Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students' experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students' negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

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Beliefs, Attitudes and Classroom Management: A Study on Prospective Teachers

Cited by 15 publications

References 4 publications

The development of the effective learning environment by creating an effective teaching in the classroom.

The development of the effective learning environment by creating an effective teaching in the classroom.

Classroom Management and Novice Language Teachers: Friend or Foe?

‘It Is Not Our Fault; It Is Our Professors’ Fault!’ Preservice Teachers’ Perspectives on Their Own Experiences in Teacher Education Classrooms

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