The effects of practice-based classroom management training and pedagogical documentation implementation on preschool teachers' classroom management skills

The main purpose of this study is to examine the effects of a Practice-Based Classroom Management Program and pedagogical documentation implementation on classroom management skills of preschool teachers. The mixed research method, in which qualitative and quantitative methods are used together, was employed. Choosing this methodology, it is aimed to examine whether there is a difference in teachers' skills of classroom management by using an intervention design from advanced patterns. In the quantitative part, a quasi-experimental research design pre-test and post-test without control group, in the qualitative part, a multi-case study was used. The study group consists of six teachers working in preschool and kindergartens in Trabzon in the 2018-2019 academic year. The teachers were divided into three different groups, two for each group. The data were collected through pre and post interviews, pre and post-tests and semi-structured classroom observations. For quantitative data, the "Classroom Management Skills Scale for Preschool Teachers" was used. As a result of the study, it was founded that Classroom Management Program contributed significantly to teachers in the dimensions of physical regulation, plan-program activities and behavior management, and Pedagogical Documentation Program in the dimensions of plan-program activities, behavior management and classroom relations. Also, it is found that taking Classroom Management and Pedagogical Documentation programs together supports teachers in all dimensions of classroom management.