Investigating the Preservice Teachers’ Knowledge Sources for Classroom Management: A Case Study

Evrim BARAN, Hatice ÇİLSALAR, Canan MESUTOĞLU

Abstract


Preservice teachers’ classroom management knowledge is gained through varied teaching and learning experiences, yet limited research exists on its sources. Following a case study methodology, this research investigated sources of classroom management knowledge in the context of a classroom management course offered during the spring semester of a four-year teacher education program at a public university in Turkey. Study participants included 25 preservice teachers enrolled in the course. Data collection sources included a classroom management philosophy assignment, reflections, midterm exams, and a classroom management plan. The analysis revealed that each knowledge source provided preservice teachers with different opportunities to observe, practice, and reflect on classroom management strategies and concepts.

 


Keywords


knowledge sources; classroom management; preservice teacher; teacher education

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References


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