A Study on the Situations Determining the Classroom Decisions of Preservice Teachers and the Criteria for Evaluating Their Decision

Abstract

This study aims to investigate the situations that determine the classroom decisions of preservice teachers and the criteria they use to evaluate their decisions during the teaching practice process. The study utilized a basic qualitative research model and employed the typical case sampling method to select the study group, consisting of ten pre-service teachers in their final year of primary education program. Data collection involved the use of reflective evaluation forms and unstructured interview forms. The pre-service teachers completed reflective evaluation forms after each implementation process for a ten-week period, and unstructured interviews based on the reflective evaluation forms were conducted with the participants in pairs every week. The analysis revealed that the situations of the candidates' classroom decisions can be analyzed under five themes: self-efficacy, students, environment, classroom management, and teaching. Furthermore, the criteria used by the candidates to evaluate their decisions can be analyzed under five themes: content knowledge, classroom management skills, student recognition, teaching-learning process, and monitoring and evaluation of learning. The findings suggest that teacher education programs should provide support to candidates to make effective decisions under the situations that are decisive on classroom decisions. Additionally, it is important to emphasize that candidates evaluate the decisions they make in the classroom on the basis of criteria that cover all components of the teaching-learning process.