A Qualitative Study on Iranian EFL Teachers’ Strategies of Classroom Management: Focusing on Cultural Strategies
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
زهره جعفری
1
,
لیلا انجم شعاع
2
,
ندا فاتحی راد
3
1 - دانشجوی دکترای گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
2 - استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
3 - استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
کلید واژه: EFL teachers, Classroom Management, Qualitative study, cultural strategies, Classroom management Strategies,
چکیده مقاله :
The main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp or Telegram. Data collection was done via an open-ended questionnaire and a semi-structured interview. According to the results, many strategies were identified which are presented in the paper. The most important ones include using knowledge received through academic education, using personal experiences, managing students' needs, giving and receiving feedback from the class, teaching based on professional ethics, and considering cultural issues. Moreover, the results indicated that EFL teachers are required to resort to cultural strategies to convert classroom management knowledge resources into practical activities. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. More importantly, this study can be used in teacher preparation programs to prepare teachers for classroom management in the future.
The main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp or Telegram. Data collection was done via an open-ended questionnaire and a semi-structured interview. According to the results, many strategies were identified which are presented in the paper. The most important ones include using knowledge received through academic education, using personal experiences, managing students' needs, giving and receiving feedback from the class, teaching based on professional ethics, and considering cultural issues. Moreover, the results indicated that EFL teachers are required to resort to cultural strategies to convert classroom management knowledge resources into practical activities. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. More importantly, this study can be used in teacher preparation programs to prepare teachers for classroom management in the future.
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