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2020, Cilt 10, Sayı 2, Sayfa(lar) 328-351
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DOI: 10.5961/jhes.2020.394
Teachers’ Pedagogical Beliefs and Classroom Management Practices in Constructivist Teaching
Somayyeh RADMARD
Istanbul Aydin University, Education Faculty, Elementary Education Program, Istanbul, Turkey
Keywords: Constructivist learning, Pedagogical beliefs, Classroom management practices

This study explored teachers’ pedagogical (learning/teaching) beliefs and their reflection on classroom management practice in the context of constructivist (learner-centered) teaching. This study was a case study as a naturalistic inquiry. For this purpose, semi-structured interviews and metaphors were employed with purposively selected participants to gain an in-depth understanding of pedagogical (learning/teaching) beliefs, their reflection on classroom management practice. To support data collected through interviews, secondary data was obtained from metaphors. The analysis of the interviews with the teachers showed that the participant teachers were constructive pedagogical beliefs about learning/teaching. Classroom management practices were considerably affected by constructive pedagogical belief systems, and it was shaped accordingly. Essentially, teachers’ perception of learning and teaching is one of the most valuable determinants of teachers’ classroom management practices. Therefore, various recommendations were offered in teacher education in the context of teacher training.

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