| Title: |
On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices. |
| Authors: |
Akkuş Çakır, Nur1 (AUTHOR) nakkus@metu.edu.tr, Sarıdemir, Hürriyet1 (AUTHOR) |
| Source: |
European Education. Dec2024, p1-14. 14p. |
| Subject Terms: |
*STUDENT teachers, *CLASSROOM management, *TEACHERS, *SELF-perception, *QUALITATIVE research |
| Abstract: |
AbstractThe self-perception of pre-service teachers regarding classroom management, and their aspirations for their future selves, can impact their behavior. This qualitative case study examined how pre-service teachers envision themselves in relation to classroom management. The findings indicate that pre-service teachers aspire to be authoritative teachers while maintaining good relationships with their students. Moreover, situational and contextual factors, as well as perceived teacher identity shape their classroom management behavior. [ABSTRACT FROM AUTHOR] |
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| Database: |
Academic Search Complete |
