This study aims to examine primary student teachers’ (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed diploma at the Fatih Faculty of Education at Karadeniz Technical University. The data was collected during the spring semester of the 2011-2012 academic year, in which student teachers carried out their teaching practices in primary schools. The main data collection instruments included a preliminary questionnaire which was distributed to 178 student teachers, and a semi-structured interview. Fifteen randomly selected students were interviewed. Results indicate that pre-established classroom culture have various effects on student teachers’ professional development. Despite the presence of good teaching practices, within the pre-created climate of classrooms, limited integration with all aspects of classroom management such as communication with pupils, creating and maintaining rules, and establishing authority was reported. It is suggested that student teachers should be given more flexibility, time, or some degree of freedom in classrooms in order to convey their teaching skills and abilities to pupils for the betterment of their professional development.
Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development.
Australian Journal of Teacher Education, 38(9).