Turkish Preschool Teachers’ Beliefs and Practices Related to Two Dimensions of Developmentally Appropriate Classroom Management*

Document Type

Article

Publication Date

1-1-2016

Publication Title

Education 3-13

First page number:

1

Last page number:

15

Abstract

The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. © 2016 ASPE

Keywords

classroom management; Developmentally appropriate practices; preschool teachers; teachers’ beliefs; teachers’ practices

Language

English

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