PRESCHOOL TEACHERS’ VIEWS OF CLASSROOM MANAGEMENT PROCESSES

Year 2019, Volume: 8 Issue: 4, 2282 - 2299, 15.12.2019

Cumhur Türk , Ayça Kartal , Abdulhamit Karademir , Erdinç Öcal

Abstract

In this study, it is aimed
to determine teachers‘ views of classroom management in theory and practice to
help the development and implementation of new strategies to improve classroom
management skills and to increase the quality of preschool education. The study
sample consisted of 20 preschool teachers (19 women; 1 men) who have been
working in public and private kindergartens within the central district of Muş
in Turkey for 1 to 17 years. According to results, participants’ self-assessments
of using reward and punishment strategies in classroom management show that
Teacher Determination is the most important factor in the structuring,
determination and implementation of all other strategies used in classroom
management. It is recommended that new approaches be developed in classroom
management based on digitalization and Education 4.0. Teachers should be
trained on different management strategies such as robot teachers, gamification
and inverted classes.

Keywords

Preschool teachers, classroom management, phenomenological research, qualitative research, teachers‘ views

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