Investigating Pre-Service Teachers’ Perspectives on Classroom Management Strategies Demonstrated by Mentor Teachers
DOI:
https://doi.org/10.46328/ijonses.601Keywords:
Management, Pre-Service Teacher, School Experience Course, Mentor Teacher.Abstract
The purpose of this study is to investigate the perceptions of pre-service teachers regarding classroom management strategies employed by practicum instructors in school experience courses. This cross-sectional investigation was conducted with 245 pre-service teachers from various university departments. The study's data was collected via "Classroom Management Strategies Evaluation Scale". The scale had a Cronbach Alpha reliability coefficient of 0.94. For data analysis, descriptive statistics, the t-test, and one-way ANOVA were used. According to research findings, the gender of pre-service teachers, the gender of practice teachers, and the seniority of practice teachers had no significant impact on their opinions regarding the classroom management strategies used by practice teachers. However, the degree program that pre-service teachers attended and their grade point average had a significant impact on their opinions.References
Ozkanal, U. (2023). Investigating pre-service teachers’ perspectives on classroom management strategies demonstrated by mentor teachers. International Journal on Social and Education Sciences (IJonSES), 5(3), 643-652. https://doi.org/10.46328/ijonses.601
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