COMPARISON OF DISCIPLINARY APPROACHES OF PRESERVICE TEACHERS WHO DID AND DID NOT TAKE GUIDANCE COURSE

Dr. Seher A. Sevim
Ankara University

Abstract

In this research, disciplinary approaches of preservice teachers who attended Guidance course and of those who didn’t attend Guidance course were compared. The population of the research consisted of Theology Faculty students who took and did not take Guidance course. The number of the students who took Guidance course was 87, while the number of thoes who did not take Guidance course was 46. The data were collected by means of Teacher Discipline Scale developed by Şimşek (2000). Teacher Discipline Scale was composed of four dimensions, two of which were related with authoritarian attitude and the other two to democratic attitude. “Authoritarian Discipline” and “Obedient Discipline” sub-dimensions represented authoritarian discipline understanding, and “Egalitarian Discipline” and “Student-centric Discipline” represented democratic discipline understanding. t test was used in the process of data analysis. The results revealed that preservice teachers who took a Guidance course had a more democratic disciplinary approach than the other group who did not take such a course. On the other hand, a significant difference emerged in the groups’ “Obedient Discipline” understandings beteen those who took and did not Guidance course.

Keywords
Preservice teacher, disciplinary approach, Guidance course