Abstract:

The creation of an effective and efficient class environment depends on the application of the teachings of the scientific class management. The aim of this study is to determine which disciplinary models the students of the educational faculty that take the teaching application course at the Abant İzzet Baysal University School of Education are preferred in the practice. The research is in the screening model. The universe of research, Abant İzzet Baysal University School of Education is composed of 717 final class students who take the teaching practice course. The data collection tool was developed by Cemaloğlu and Kayabaşı (2007), using the "Disciplinary Models Scale". Of the 529 returned surveys, 419 surveys were taken into the scope of the survey. In the analysis of the data obtained in the study, identifiable statistical techniques were used; frequency, percentage, average, standard deviation and also Kruskal Wallis and Mann Whitney U tests. According to the study, the final class students prefer the Mind-Resulting Model, Teacher Efficiency Education Model, Behavioral Change Model, Glasser Model, Canter Model and Kounin Model respectively. The opinions of the teaching candidates differ significantly according to gender; the size of the Canter model, the size of the Canter model, the model of behavioral change and the mental-resultate model. The results of the research are important in terms of viewing the results in the application of the Class Management course.

Abstract:

Establishing an effective and efficient classroom environment depends on the application of classroom management models. The aim of this study was to determine which discipline models preferred by Abant Izzet Baysal University Faculty of Education senior students who took the course of teaching practice. In the study, a survey method in a quantitative research approach was adopted. The population of the study consists of 717 senior students. "Disciplinary Model Scale" developed by Cemaloğlu and Kayabaşı (2007) was used as data collection tool. 529 questionnaires had returned and 419 were included in the evaluation. For  the analysis of the data frequency, percentage, mean, standard deviation, Kruskal Wallis and Mann Whitney U tests were used. Results of the research indicated that prospective teachers prefer Mind-result model, Teacher effectiveness training model, Behavior change model, Glasser model, Canter model and Kounin model respectively. Prospective teachers’ views on Canter Model demonstrated significant difference in terms of gender. Their views on Canter Model, Behavioral Change Model and Mind-Result Model showed significant differences with regard to department variable. The results of the study is important in terms of showing Classroom management course outcomes in practice.

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