How Classroom Management Shapes and Is Shaped by Teacher Identity

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Preservice Teachers' Beliefs, Identity, and Knowledge (Table 10)

Abstract

This qualitative study aims to explore the relationship between classroom management practices and teacher identity from the perspective of pre-service teachers via semi-structured interviews and a written open-ended questionnaire. Our findings suggest that pre-service teachers aspire to be authoritative teachers who have good relationships with their students, and their classroom management behavior is informed by situational/contextual factors and their perceived teacher identity. Moreover, pre-service teachers could behave in certain ways to be seen as a certain kind of teacher based on their aspirations. These findings suggest that offering opportunities to challenge pre-service teachers’ perceptions about themselves and help them become aware of alternative ways of extending their available possible selves can be beneficial for promoting their professional identity development.

Authors

• Nur Cakir, Middle East Technical University
  Presenting Author

• Hürriyet Sarıdemir, Middle East Technical University
  Presenting Author