FROM THEORY TO PRACTICE IN CLASSROOM MANAGEMENT: A PHENOMENOLOGICAL STUDY OF PRESERVICE EARLY CHILDHOOD TEACHERS’ EXPERIENCES
DOI:
https://doi.org/10.18623/rvd.v23.5733Keywords:
Classroom Management, Early Childhood Education, Teaching Practice, Phenomenological StudyAbstract
This study examines how the knowledge and skills acquired by preservice early childhood teachers through the Classroom Management and Teaching Practicum courses are reflected in their classroom management processes. The study was designed using a phenomenological approach. The participants consisted of 26 preservice teachers studying in the Department of Early Childhood Education at the Faculty of Education of Çanakkale Onsekiz Mart University. The sample was determined through criterion sampling, with the criterion of having completed both the Classroom Management and Teaching Practicum courses. Data were collected through individual interviews using semi-structured interview forms and analyzed through content analysis. The findings indicate that the Classroom Management course increases preservice teachers’ professional awareness, particularly regarding classroom management concepts, time management, creating a positive classroom climate, and coping with problem behaviors. However, participants emphasized that the practical dimension of the course is limited and that more opportunities for real classroom experiences are needed. The findings also revealed that preservice teachers were able to use their theoretical knowledge to some extent during the teaching practicum, but experienced difficulties related to classroom dynamics, individual differences among children, and crisis management. The results suggest that teacher education programs should integrate theory and practice more effectively.
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