Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Sınıf yönetimi öğretmen adaylarının öğretmenlik deneyimleri boyunca en sık karşılaştığı sorunlardan biridir. Bu çalışma nitel bir araştırma ile bu sorunları, çözüm yollarını ve bu çözüm yollarının kaynaklarını belirlemeyi amaçlamaktadır. Araştırmaya Anadolu Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği programında öğretmenlik uygulaması yapan 12 öğretmen adayı katılmıştır. Öğretmen adaylarından 12 haftalık öğretmenlik uygulaması boyunca haftalık olarak sınıf yönetimine ilişkin sorunlarını anlatan bir günlük tutmaları istenmiş, ayrıca her bir öğretmen adayıyla yarı yapılandırılmış görüşmeler yapılmış, gözlem ziyaretleri sırasında da notlar tutulmuştur. Verilerin analizi öğretmen adaylarının sınıf yönetimi ile ilgili sorunlarının çoğunlukla sınıflardaki öğrencilerden kaynaklandığı saptanmış olmakla birlikte öğretmen adaylarının kendileri, öğretilecek konu ve materyaller ile uygulama öğretmenleri de sorunların kaynağı olarak ortaya çıkmıştır. Ortaya çıkan sorunların çözümüne ilişkin de çok sayıda çözüm yolu ortaya konmuştur. Öğretmen adayları bu çözüm yollarının kaynağı olarak ise aldıkları öğretim yöntemlerine ilişkin dersleri, uygulama öğretmenlerini ve daha önceki yaşantılarında gözlemledikleri öğretmenleri göstermiştir. Araştırmanın bulguları sınıf yönetimi ili ilgili alan yazın bağlamında tartışılmakta, daha etkili bir öğretmenlik uygulaması için çeşitli öneriler ve çıkarımlar sunulmaktadır.

İngilizce Öğretmen Adaylarının Sınıf Yönetimi ile İlgili Karşılaştıkları Sorunlar ve Bu Sorunlarla Başa Çıkma Yöntemleri

Classroom management (CM) is one of the most cited problems of pre-service teachers. This study aims to have a closer look at the issue within a qualitative research design by eliciting problems, coping strategies, and the sources of those coping strategies related to CM during teaching practicum. The participants of the study were 12 student EFL teachers (eight female and four male) completing their teaching practicum at Anadolu University, Faculty of Education, English Language Teacher Training Program. The participants were asked to keep diaries related to their CM problems throughout the 12-week teaching practicum. Semi-structured interviews conducted with each teacher candidate and field notes taken by the researchers were also used as the research data. The analyses of the data indicated that student teachers CM problems were mainly because of the pupils in the classroom. Student teachers themselves, teaching point and materials, and the cooperating teachers were also the sources of the CM problems. Various coping strategies were also elicited to deal with the problems mentioned. The methodology lessons they took, their cooperating teachers, and their previous teachers were cited by the student teachers as the sources of the coping strategies they employed. The findings are discussed along with the current literature on CM, and certain implications and suggestions are provided for a better teaching practice.

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