On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices.
| Title: | On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices. |
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| 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 |
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| Items | – Name: Title Label: Title Group: Ti Data: On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Akkuş+Çakır%2C+Nur%22">Akkuş Çakır, Nur</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nakkus@metu.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Sarıdemir%2C+Hürriyet%22">Sarıdemir, Hürriyet</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Education%22">European Education</searchLink>. Dec2024, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STUDENT+teachers%22">STUDENT teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22CLASSROOM+management%22">CLASSROOM management</searchLink><br />*<searchLink fieldCode="DE" term="%22TEACHERS%22">TEACHERS</searchLink><br />*<searchLink fieldCode="DE" term="%22SELF-perception%22">SELF-perception</searchLink><br />*<searchLink fieldCode="DE" term="%22QUALITATIVE+research%22">QUALITATIVE research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10564934.2024.2437708 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: STUDENT teachers Type: general – SubjectFull: CLASSROOM management Type: general – SubjectFull: TEACHERS Type: general – SubjectFull: SELF-perception Type: general – SubjectFull: QUALITATIVE research Type: general Titles: – TitleFull: On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Akkuş Çakır, Nur – PersonEntity: Name: NameFull: Sarıdemir, Hürriyet IsPartOfRelationships: – BibEntity: Dates: – D: 11 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10564934 Titles: – TitleFull: European Education Type: main |
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