CHANGE IN PROFESSIONAL BELIEFS: A CASE STUDY ON HANDLING DISRUPTIVE BEHAVIOURS

Bu çalışma, mesleki gelişim esnasında öğretmen adayının değişim süreçlerini tasvir eden bir örnek olay incelemesidir. Öğretmenlik eğitiminin son yılından başlayarak meslekteki ilk yıl boyunca katılımcının dersin akışını bozan davranışlara karşı geliştirdiği stratejiler incelenmiştir. Yarı yapılandırılmış görüşme, gözlem, senaryo (vignette) ödevi ve günce yoluyla toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Katılımcı az sayıda strateji ile başladığı mesleki gelişimine, mesleğe başladığı yılda hem strateji sayısını arttırarak hem de kullandığı stratejileri sorgulama öngörüsüne sahip olarak devam etmiştir. Sonuç olarak, katılımcının mesleki değişiminde tecrübe ve hedef kitle bilgisi değişime katkıda bulunan ana faktörler olarak bulunmuştur.

Anahtar Kelimeler:

Mesleki gelişim ve değişim, dersin akışını bozan davranış, örnek olay incelemesi

CHANGE IN PROFESSIONAL BELIEFS: A CASE STUDY ON HANDLING DISRUPTIVE BEHAVIOURS

This study is a case study which describes the change processes of a teacher candidate’s during professional development The strategies that the participant of this study developed to deal with disruptive behaviours within the research period starting from the final year of teacher training and continuing through the first year in the profession were explored Data collected via semi structured interview observation vignette task and diary were analyzed with the content analysis method The participant commenced with a few strategies and moved to his full time teaching both enlarging his repertoire and questioning those handling strategies As a conclusion the change in the participant’s professional development is found due to contribution of experience and knowing the target population Keywords: Professional development and change disruptive behaviour case study This study is part of a PhD thesis which was supported by Cukurova University The Research Funds Office EF 2005 D1 ÖZET Bu çalışma mesleki gelişim esnasında öğretmen adayının değişim süreçlerini tasvir eden bir örnek olay incelemesidir Öğretmenlik eğitiminin son yılından başlayarak meslekteki ilk yıl boyunca katılımcının dersin akışını bozan davranışlara karşı geliştirdiği stratejiler incelenmiştir Yarı yapılandırılmış görüşme gözlem senaryo vignette ödevi ve günce yoluyla toplanan veriler içerik analizi yöntemi ile analiz edilmiştir Katılımcı az sayıda strateji ile başladığı mesleki gelişimine mesleğe başladığı yılda hem strateji sayısını arttırarak hem de kullandığı stratejileri sorgulama öngörüsüne sahip olarak devam etmiştir Sonuç olarak katılımcının mesleki değişiminde tecrübe ve hedef kitle bilgisi değişime katkıda bulunan ana faktörler olarak bulunmuştur Anahtar kelimeler: Mesleki gelişim ve değişim dersin akışını bozan davranış örnek olay incelemesi

Keywords:

Professional development and change, disruptive behaviour, case study,

PDF

___

Atıcı, M. (1999). An exploration of the relationship between classroom management strategies and teacher efficacy in England and Turkish primary school teachers. Unpublished Doctoral dissertation. University of Leicester: UK.
Bennett, N. & Turner-Bisset, R. (1993). Knowledge bases and teaching performance. In N. Bennett & C. Carré (Eds.), Learning to teach. London: Routledge.
Brophy, J.E. (1988). Educating Teachers About Managing Classrooms And Students, Teaching And Teacher Education,4,(1), 1-18.
Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education,16, 239-253.
Cabaroğlu, N. (1999). Development of student teachers’ beliefs about learning and teaching in the context of a one-year post-graduate certificate of education programme in modern foreign languages. Unpublished doctoral dissertation. The University of Reading: Reading, England.
Cangelosi, J. S. (2004). Classroom management strategies: Gaining and maintaining students’ cooperation. USA: John Wiley & Sons.
Cartledge, G. & Johnson, T. C. (1996) Inclusive Classrooms for Students with Emotional and Behavioral Disorders: Critical Variables. Theory into Practice, 35(1), 51-57.
Chan, K., Leung, M. (1998). Hong Kong Preservice Teachers' Focus of Concerns and Confidence to Teach - A Perspective of Teacher Development. Paper presented at the Australian Association for Research in Education (AARE) Conference, Adelaide, Australia.
Farrell, T. S. C. (2003). Learning to teach English during the first year: personal influences and challenges. Teaching and Teacher Education, 19, 95-111.
Hebert, E. & Worthy, T. (2001). Does the first year of teaching have to be a bad one?: A case study of success. Teaching and Teacher Education, 17, 897-911.
Kaliska, P. (2002). A comprehensive study identifying the most effective classroom management techniques and practices. Research paper submitted in partial fulfillment of the requirement for the Master of Science Degree with a major in Education. The Graduate School: University of Wisconsin-Stout.
Kauffmann, J. M., Mostert, M. P., Trent, S. C. & Hallahan, D. P. (1998). Managing classroom behaviour: A reflective case-based approach (2nd Ed.). USA: Allyn and Bacon.
Kerr, M. M. & Nelson, C. M. (1998). Strategies for Managing Behavior Problems in the Classroom (third edition). New Jersey: Prentice-Hall.
Martin, S. D. (2004). Finding balance: impact of classroom management conceptions on developing teacher education. Teaching and Teacher Education, 20, 405-422.
Martin, A. J., Linfoot, K., Stephenson, J. (1999). How teachers respond to misbehavior in their classroom. Psychology in the Schools, 36 (4), 347-358.
Martin, N. K., Yin, Z., & Baldwin, B. (1998). Classroom management training, class size, and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style? (ERIC Document Reproduction No. ED 420 671).
Merriam, S. (2002). Qualitative research in practice: Examples for discussion and analysis. USA: Jossey-Bass.
Merriam-Webster Dictionary. [On-Line]. Available at http://www.m-w.com/
Miller, R. L. & Brewer J. D. (2003). The A-Z of social research: A dictionary of key social research concepts. Great Britain: Sage.
Orlich, D. C., Harder, R. J., Callahan, R. C. and Gibson, H. W. (1998). Teaching Strategies: A Guide To Better Instruction. New York: Houghton-Mifflin.
Parkay, F. W. & Stanford, B. H. (2004). Becoming a teacher, 6/E (sixth edition). Boston: Allyn & Bacon.
Patton, M. Q. (1990). Qualitative evaluation and methods. (2nd ed.). Newbury Park, California: Sage.
Sendan, F. C. (1995). Patterns of development in EFL student teachers’ personal theories: a constructivist approach. Unpublished doctoral dissertation. The University of Reading: Reading, England.
Winitzky, N. & Kauchak, D. (1995). Learning to teach: Knowledge development in classroom management. Teaching and Teacher Education, 11(3), 215-227.
Winitzky, N., Kauchak, D. & Kelly, M. (1994). Measuring teachers' structural knowledge. Teaching and Teacher Education, 10(2), 125-139.
Wolfgang, C. H. (2001). Solving discipline and classroom management problems: Methods and models for today’s teachers. (5th ed). USA: John Wiley and Sons.
Youssef, G. (2003). An Investigation into the Influences of Teachers' Classroom Management Beliefs and Practices on Classroom Procedures. Paper presented at the Australian Association for Research in Education (AARE) Conference, Auckland, Australia.