International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(4) 32-54

Attitudes of English Language Teachers and Practice Teachers Towards Disruptive Behaviors Regarding Classroom Implementations

Tarik Yutuk

pp. 32 - 54   |  Manu. Number: ijrte.2020.009

Published online: December 29, 2020  |   Number of Views: 629  |  Number of Download: 672


Abstract

This paper aims to probe into the attitudes of prospective English language teachers and practice English language teachers towards disruptive behaviors of their students in order to shed light upon the affective aspects of teachers in classroom management in foreign language teaching. Therefore, 8 practice English language teachers and 41 pre-service English language teachers participate into the study. Within this frame, both quantitative and qualitative research methodologies are amalgamated to collect data. In detail, the scale for teachers’ attitudes towards disruptive behaviors in classrooms, semi-structured interview, and observation techniques are used. Results are analyzed with respect to these two methodologies. Following the data collection and analyses, both their attitudes and practices in relation to these attitudes are scrutinized. Then, implications and suggestions regarding disruptive behaviors are discussed in detail.

Keywords: classroom management, disruptive behaviors, affective aspects, teachers’ attitudes, classroom practices


How to Cite this Article?

APA 6th edition
Yutuk, T. (2020). Attitudes of English Language Teachers and Practice Teachers Towards Disruptive Behaviors Regarding Classroom Implementations . International Journal of Research in Teacher Education, 11(4), 32-54.

Harvard
Yutuk, T. (2020). Attitudes of English Language Teachers and Practice Teachers Towards Disruptive Behaviors Regarding Classroom Implementations . International Journal of Research in Teacher Education, 11(4), pp. 32-54.

Chicago 16th edition
Yutuk, Tarik (2020). "Attitudes of English Language Teachers and Practice Teachers Towards Disruptive Behaviors Regarding Classroom Implementations ". International Journal of Research in Teacher Education 11 (4):32-54.

References

    Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of

    planned behavior. Journal of Applied Social Psychology, 32, 665-683.

    Altay, İ. & Ünal, D. C. (2013). The effect of teaching practicum on foreign language teacher

    candidates’ non-verbal communication use level. Hacettepe University Journal of Education, 28, 417-429.

    Arbuckle, C. & Little, E. (2004). Teachers’ perceptions and management of disruptive

    classroom behaviour during the middle years (years five to nine). Australian Journal of Educational & Developmental Psychology, 4, 59-70.

    Balli, S.J. (2011). Pre-service teachers’ episodic memories of classroom management. Teaching

    and Teacher Education, 27, 245-251.

    Bandura, A. & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change.

    Cognitive Therapy and Research, 1, 287-310.

    Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of

    Psychology, 52, 1–26.

    Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy

    (2nd ed.). White Plains, NY: Longman.

    Bong, M. & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How

    different are they really? Educational Psychology Review, 15, 1-40.

    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.

    Cangelosi, J. S. (1988). Classroom Management Strategies: Gaining and maintaining students’

    cooperation. New York: Longman.

    Chen, S. K., Yeh, Y., Hwang, F., & Lin, S.S.J.  (2013). The relationship between academic self-

    concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172-178.

    Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic

    performance. Psychology in the Schools, 42, 197-205.

    Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive

    and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28, 693-710.

    Demirezen, M. & Özönder, G. (2016). Turkish English teachers’ professional teacher self as one

    of the possible selves. Procedia - Social and Behavioral Sciences, 232, 451- 458.

    Dörnyei, Z. (2007). Research Methods in Applied Linguistics Quantitative, Qualitative, and

    Mixed Methodologies. Oxford: Oxford University Press.

    Duffin, L. C., French, B. F. & Patrick, H. (2012). The teachers’ sense of efficacy scale:

    Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28, 827-834.

    Dunn, K. E. & Rakes, G. C. (2010). Producing caring qualified teachers: An exploration of the

    influence of pre-service teacher concerns on learner-centeredness. Teaching and Teacher Education, 26, 516–521.

    Emmer, E. T. & Stough, L. M. (2001). Classroom management: A critical part of educational

    psychology, with implications for teacher education. Educational Psychologist, 36, 103-112.

    Fajet, W., Bello, M., Leftwich, S. A., Mesler, J. L., & Shaver, A. N. (2005). Pre-service

    teachers’ perceptions in beginning education classes. Teaching and Teacher Education, 21, 717–727.

    Infantino, J. & Little, E. (2005). Students’ perceptions of classroom behaviour problems and the

    effectiveness of different disciplinary methods. Educational Psychology, 25, 491-508.

    Jones, V. F. & Jones, L. S. (1998). Comprehensive Classroom Management: Creating

    Opportunities of Support and Solving Problems. (5th ed.). Boston: Allyn & Bacon.

    Karlin, M. S. & Berger, R. (1972). Discipline and the Disruptive Child: A New, Expanded

    Practical Guide for Elementary Teachers. Charlottesville: Virginia University Press.

    Kırkağaç, Ş. & Öz, H. (2017). The role of academic motivation in predicting preservice EFL

    teachers’ achievement. Journal of Language and Linguistic Studies, 13, 96-108.

    Kızıldağ, A. (2007). Change in professional beliefs: A case study on handling disruptive

    behaviours. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16, 365-378.

    Kochenderfer-Ladd, B. & Pelletier, M. E. (2008). Teachers' views and beliefs about bullying:

    Influences on classroom management strategies and students' coping with peer victimization. Journal of School Psychology, 46, 431-453.

    Kokkinos, M. C., Panayitou, G. & Davazoglou, A. M. (2005). Correlates of teacher appraisals

    of student behaviors. Psychology in the Schools, 42, 79-89.

    Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles Language Teaching (3rd

    ed.). Oxford: Oxford University Press.

    Levin, J. & Nolan, J. F. (1999). Principles of Classroom Management: A Professional Decision-

    Making Model. (3rd ed.). Allyn & Bacon.

    Lightbown, P. & Spada, N. M. (2013). How languages are learned (3rd ed.). Oxford: Oxford

    University Press.

    Luiselli, J. K., Putnam, R. F., Handler M, W., & Feinberg, A. B. (2005). Whole‐school positive

    behaviour support: Effects on student discipline problems and academic performance. Educational Psychology, 25, 183-198.

    Maguire, M., Ball, S., & Braun, A. (2010). Behaviour, classroom management and student

    ‘control’: enacting policy in the English secondary school. International Studies in Sociology of Education, 20,153-170.

    Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as

    applied to the secondary classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79, 36-39.

    Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: The

    differences between pre-service and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association. Knoxville, T.N. (ERIC Document Reproduction Service No. ED 355 213).

    Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement,

    instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28, 546-559.

     

    Morris-Rothschild, B. K. & Brassard, M.R. (2006). Teachers’ conflict management styles: The

    role of attachment styles and classroom management efficacy. Journal of School Psychology, 44, 105-121.

    Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers’ sense of

    efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60-66.

    Nolan, J. D., Houlihan, D., Wanzek, M., & Jenson W. R. (2014). The good behavior game: A

    classroom-behavior intervention effective across cultures. School Psychology International, 35, 191-205.

    Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation

    and professional development. TQ Connection Issue Paper on improving student outcomes in general and special education. Washington: National Comprehensive Centre for Teacher Quality.

    O’Neill, S. & Stephenson, J. (2012). Does classroom management coursework influence pre-

    service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131-1143.

    Pajares, F. (1997). Current directions in self-efficacy research. Advances in motivation and

    achievement, 10, 1-49.

    Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy

    predict changes in preservice teachers' intention to quit their teaching degree? Teaching and Teacher Education, 55, 240-254.

    Reinke, W. M., Herman, K. C. (2002). Creating school environments that deter antisocial

    behaviors in youth. Psychology in the Schools, 39, 549-559.

    Richards, J. C. & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd

    ed.). Cambridge: Cambridge University Press.

    Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement

    inclusive practices. Journal of Research in Special Educational Needs, 12, 12–21.

    Stoughton, E. H. (2007). ‘‘How will I get them to behave?’’: Pre-service teachers reflect on

    classroom management. Teaching and Teacher Education, 23, 1024–1037.

    Tanhan, F. & Şentürk, E. (2011). Sınıf içi istenmeyen öğrenci davranışlarına yönelik öğretmen

    tutumları ölçeğinin geliştirilmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 35, 44-53.

    Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The incredible

    years teacher classroom management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 2011, 40, 509-529.

    Weinstein, C. S. (1998). "I want to be nice, but I have to be mean": Exploring prospective

    teachers' conceptions of caring and order. Teaching and Teacher Education, 14, 153-163.

    Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

    Wubbels, T. (2011). An international perspective on classroom management: What should

    prospective teachers learn? Teaching Education, 22, 113-131.