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Bu çalışmanın amacı, öğretmen adaylarının sınıf yönetimi yeterliklerini öğretmen adayı ve öğretim üyelerinin görüşlerine göre belirlemek ve düşük düzeye sahip oldukları yeterliklerin sınıf yönetimi dersi kapsamında nasıl geliştirileceğine dair öneriler geliştirmektir. Çalışma karma yöntem olarak tasarlanmıştır. Karma yöntemlerden açıklayıcı ardışık desen tercih edilmiştir. Araştırma 2 aşamalı olarak gerçekleştirilmiştir. Birinci aşamada öğretmen adaylarına “Sınıf Yönetimi Yeterlik” ölçeği uygulanarak öğretmen adaylarının sınıf yönetimine yönelik kendilerini ne düzeyde yeterli gördükleri nicel yöntemle belirlenmiştir. İkinci aşamada, düşük düzeydeki yeterliklerinin derinlemesine incelenmesi amacıyla nitel araştırma kapsamında öğretmen adaylarıyla görüşmeler yapılmıştır. Ayrıca öğretmen adaylarının sınıf yönetimi yeterliğini artırmak amacıyla sınıf yönetimi derslerinde ne tür uygulamalar yapılacağına dair sınıf yönetimi konusunda uzman olan öğretim üyeleri ile görüşmeler yapılmıştır. Araştırmanın çalışma grubunu Kilis 7 Aralık Üniversitesi eğitim fakültesinde eğitim gören öğretmen adayları ve farklı üniversitelerde görev yapan öğretim üyeleri oluşturmaktadır. Veri toplama aracı olarak Demografik Bilgi Formu, Sınıf Yönetimi Yeterlik Ölçeği, öğretmen adayları için yarı yapılandırılmış görüşme formu ve öğretim üyeleri için yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın verileri 2018-2019 eğitim-öğretim yılı güz ve bahar dönemlerinde toplanmıştır. Nicel verileri SPSS 21.0 programı kullanılarak analiz edilmiştir. Öğretmen adaylarının sınıf yönetimi genel yeterlik ve alt boyutlardaki yeterlik düzeylerini belirlemek amacıyla aritmetik ortalama puanları hesaplanmıştır. Nitel verilerin analizinde ise içerik analiz tercih edilmiştir. Araştırmada yapılan analizler sonucunda öğretmen adaylarının sınıf yönetimi yeterliklerinin orta düzeyde olduğu tespit edilmiştir. Sınıf yönetimi yeterliklerinde ise en yüksek ortalamanın sırasıyla ilişki yönetimi, fiziksel düzen yönetimi ve zaman yönetimi en düşük ortalamanın ise davranış yönetimi ve öğretimin yönetimi yeterliklerinin olduğu sonucuna ulaşılmıştır. Öğretmen adaylarının staj uygulamalarında sınıf yönetimi konusunda öğrencilerden ve kendilerinden kaynaklı zorluklar yaşadıkları tespit edilmiştir. Öğretmen adaylarının ders anlatırken öğrencilerin sıkıldıklarını fark ettikleri, ancak müdahale etme yöntemlerinde yeterli olmadıkları sonucuna ulaşılmıştır. Çalışmanın sonucu doğrultusunda sınıf yönetimi derslerinin öğretmen adaylarına daha faydalı olabilmesi için uygulama ağırlıklı olması, drama, örnek olay, mikro öğretim yöntemleri ile dersin işlenmesi ve ders saatinin artırılmasına dair öneriler sunulmuştur.
The aim of this study is to determine the class management qualifications of teachers candidates according to the opinions of teachers candidates and teachers and to develop recommendations on how to develop the low-level qualifications they have within the course of class management. The work is designed as a karma method. The explanatory pattern of the karma methods is preferred. The study was conducted in two stages. In the first phase, the scale "Class Management Qualification" was applied to the teacher candidates by the quantitative method of determining the level in which the teacher candidates consider themselves sufficient towards the class management. In the second stage, discussions with teachers candidates were conducted in the framework of qualitative research in order to thoroughly examine their skills at low level. There were also discussions with teachers who were specialized in class management on what types of practices will be done in class management courses in order to improve the qualification of teachers' candidates in class management. The study group consists of teachers candidates who are trained at the University of Kilis on December 7 and teachers who work at different universities. As a data collection tool, the Demographic Information Form, the Class Management Qualification Scale, the semi-structured interview form for teachers candidates and the structured interview form for teachers members have been used. The data of the study was collected in the 2018-2019 educational and educational year in the summer and spring periods. Nicel data was analyzed using the SPSS 21.0 program. Teacher candidates' class management are calculated by the arithmetic average scores in order to determine their overall skill levels and low-dimensions. In the analysis of quality data, content analysis is preferred. The analysis of the study found that teachers’ qualifications in class management were at the middle level. In class management skills, the highest average is the relationship management, physical order management and time management, and the lowest average is the behavior management and teaching management skills. Teacher candidates have been identified to experience difficulties arising from students and from themselves in the practice of internship in classroom management. The result was that the teaching candidates noticed that the students were tired while teaching lessons, but they were not sufficient in the methods of intervention. According to the results of the study, the application is focused to make class management courses more useful to the teacher candidates, the drama, example events, micro teaching methods and the processing of the course and the increase of the course time were presented.
The purpose of this article is to identify pre-service teachers' classroom management competencies and reveal the perceptions of these teachers and the faculty members to develop the teachers' competencies in classroom management courses. In this regard, it aims at developing these teachers' classroom management competencies by making classroom management courses more functional. A mixed methods research was used to conduct this study. Explanatory sequential design, which is one of a mixed methods research, was employed. The research was conducted in two phases. In the first phase, "Classroom Management Competency" scale was applied to the pre-service teachers to identify to what extent they see themselves competent in classroom management through the quantitative method. In the second phase, the interviews were conducted with them to thoroughly understand in which aspects of the classroom management they are competent in the qualitative research. In addition, the interviews were implemented with the faculty members, who are expert on classroom management issue, to identify what could be done in classroom management courses to increase pre-service teachers' classroom management competencies in the qualitative research. The study group of the research consisted of the pre-service teachers who study at the Faculty of Education of Kilis 7 Aralık University. Demographic information form, classroom management competency scale and semi-structured interview form for the pre-service teachers and the other semi-structured interview form for the faculty members were used to collect the data. The research data were collected in the fall and spring semesters of 2018-2019 academic year. The quantitative data were analyzed through SPSS 21.0 software program. Arithmetic mean was calculated to determine the pre-service teachers' classroom management with regard to the general competency and sub-dimension competency levels. Content analyses were used in the analysis of the qualitative data. As a result of the analysis of the research, it was found that the teachers' classroom management competency is at a moderate level. It was revealed that the highest means for classroom management competency are relationship management, physical layout management and time management, respectively and the lowest means are behavior management and instruction management. It was identified that the pre-service teachers experience some difficulties stemming from themselves and their students in the school experience course. Besides, the pre-service teachers realize that their students get bored during their instruction and they are not competent in the intervention methods. As a result of the study, it was suggested that more practice should be conducted in classroom management courses and instructions should be implemented with dramas, case studies, micro instruction methods in these courses and the class hours of these courses should be increased to ensure them more useful for pre-service teachers.
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