Öğretmen Adaylarının Sınıf Yönetimi Boyutlarına İlişkin Algılarının Karikatürize İfadeleri

Abstract

Bu çalışmanın amacı, öğretmen adaylarının sınıf yönetimi etkinlikleri ile etkili bir sınıf ortamı oluşturmada, sınıf yönetimi boyutlarından hangisini en önemli gördüğünü karikatürize ifadeyle ortaya çıkarmaktır. Nitel araştırma yaklaşımı doğrultusunda tasarlanan, olgubilim deseninde yürütülen çalışmanın örneklemini, Kırıkkale Üniversitesi Eğitim Fakültesi bünyesinde açılan Formasyon Eğitimi sertifika programına katılan gönüllü 89 öğretmen adayı oluşturmuştur. Veriler, katılımcıların sınıf yönetimi boyutlarını değerlendirerek önem sırasına koymaları ve en önemli gördükleri boyutu karikatür çizerek ifade etmelerini gerektiren ve iki bölümden oluşan bir yarı yapılandırılmış form aracılığıyla toplanmıştır. Araştırmanın dikkat çeken bazı sonuçları şöyle özetlenebilir: Katılımcıların çizim ve yorumlarında, a) sınıf içi ilişkileri ve iletişimi en önemli boyut olarak gördüğü ve sınıf yönetiminin temelinin iletişime dayandığı, b)öğretimin yönetimi açısından bakıldığında, iyi planlanmış amaca uygun gerçekleştirilmiş sınıf yönetimi boyutları etkinliklerinin sınıf yönetimi sorunlarını çözmede de etkili olduğu, c) sınıf yönetimi kapsamında bakıldığında bütün boyutların önem sıraları arasında bir ilişki olduğu görülmektedir

The special areas where the purpose-oriented learning is carried out in the schools which are constructed as the teaching environment are the classrooms. In these particular areas where group teaching is carried out and multidimensional relationships are experienced, it is necessary to create and manage a learning environment for an effective education that will support the teaching and lead the student to success. Classroom management activities, which are among the variables of an effective classroom environment, are designed in relation to the physical layout of the classroom environment, time management, planning-programming activities, relationship and communication arrangements, and behavioral arrangements. Different opinions of the teachers on which aspect of the classroom environment is more important is a perception related with the influence of the vocational trainings of the teachers. When individual differences and acquired experiences are taken into account, it is necessary to state that the perceptions change from individual to individual. This change also influences and shapes the learning process of the individual. Because in the process of communication, individuals may prefer to express themselves by drawing as well as by speaking and writing. Drawing is another form of communication that gives information about how the individual can correctly tell others about their proposals regarding the solution of the problem. It is thought that this study, aiming to determine the perceptions of the effective classroom environment, can contribute to the educators and researchers to form different learning experiences for the participants to raise their awareness of the teaching process. In this context, the main aim of the study is to detect the perceptions of the pedagogical formation students regarding the aspects of an effective classroom management. Accordingly, the aim is to reveal which classroom management aspect do the teacher candidates find the most important in creating an effective classroom environment by the classroom management activities using a caricature expression. The sample group of the study, which is designed in line with the qualitative research approach and conducted in phenomenological pattern, consists of 89 volunteering teacher candidates who participated in Pedagogical Formation Training Certificate Program in Kırıkkale University Faculty of Education. The data was obtained through a semi-structured survey form consisting of two parts in which the participants have to evaluate the aspects of classroom management and put them in order of importance and express the most important aspect they find by drawing a caricature. The participants’ drawings were examined in terms of their common characteristics, the drawings of the participants and the written explanations made on the drawings were utilized accordingly. As a result 230 of the analysis of the obtained drawings, examples from the drawings which represent the most important five dimensions and are found interesting compared to the other drawings by the researcher were selected and presented in the findings section. In addition, during the course of the study, no examples of guidance were given to the participants, no inculcations were made, a confidence-based communication was established and it was emphasized that the participants were free to reflect only their own thoughts. The order of importance of the most important aspects of the classroom management activities by the teacher candidates and the caricature expressions which reflect their thoughts related to this matter comprise the main sources of the data in this study. Evaluating the findings, 58.4% (n=52) of the participants ranked the “relationship and communication” aspect in the first place with the highest ratio. Relationship and communication aspect in the top rank was followed by the physical arrangement of the classroom environment (f:17; 19.1%), planning-programming activities (f:14; 15.7%), behavioral regulation (f:4; 4.5%), time management (f:2; 2.2%), respectively. More than half of the participants (n=52) see the “relationship and communication” as the most important aspect. In general, participants ranked the behavioral aspects in the second place with the second highest ratio (f: 29; 32.6%). Time management was ranked in the third place (f:31; 34.8%) and planning-programming activities was ranked in the fourth place (f:18; 20.2%). Almost half of the participants (f:40; 44.7%) placed the physical arrangement of the classroom environment in the fifth (and the last) place. The results of this study reveal the necessity of the establishment of a relationship arrangement, with the effective communication skills of teacher candidates, that will contribute to the effectiveness of and other classroom management aspects. Classroom management, which consists of a series of activities in the framework of certain rules, requires the management of multidimensional relationships of classroom participants. Teacher candidates who see intra-classroom relationships and communication as the most important aspect emphasize that the classroom management is based on communication in order to reach educational goals. Evaluating the formation of a positive classroom climate and the management of problematic behaviors in the educational environment, the aspect of “behavioral regulation” is seen as the second most important aspect. However, the participants have emphasized the importance of this aspect in relation to other aspects. In the effective classroom management, the “time management” aspect comes to the fore when the past (preparation for the lesson), now (learning-teaching practice) and future (evaluation process) time sections were evaluated with a holistic approach. Participants also emphasized the relation of this aspect, which is regarded as the third most important, in relation to other aspects. When we evaluate classroom management from the teaching management point of view, planning-programming activities become prominent. Emphasizing that teaching is a planned-programmed activity, participants place the “planning-programming activities” in the fourth place in terms of importance. Evaluating the education environment from the physical variables point of view, participants ranked the “physical arrangement of the classroom environment” in the fifth and the last place. Participants emphasize the importance of the classroom as being the environment of effective relationships and communication, and having stimulating and diversified characteristics for learning. Evaluating from the perspectives of the studies on classroom management and the opinions of the participants, it is seen that there is a significant relation between the order of importance of all the aspects. Evaluating in terms of of concepts, phenomena and system properties of classroom management, it can be said that this inference is obvious and it is the most important outcome of this study