On Iranian EFL Teachers’ Perceptions of Classroom Management: Knowledge and Practice in Focus
محورهای موضوعی : Research Paper
Zohreh Jafari
1
,
Leila Anjomshoa
2
,
Neda FatehiRad
3
1 - Ph.D. Candidate, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - دانشجوی کارشناسی ارشد گروه علم اطلاعات و دانش شناسی دانشگاه پیام نور- واحد مشهد
کلید واژه: مدیریت کلاس درس, دانش مدیریت کلاس, عملکرد مدیریت کلاس, ادراک,
چکیده مقاله :
این مطالعه کیفی با هدف بررسی ادراک معلمان زبان انگلیسی از مدیریت کلاس درس انجام شد. 30 مدرس زبان انگلیسی ایرانی که در موسسات و دانشگاه‌های خصوصی مختلف ایران تدریس می‌کنند، از طریق نمونه‌گیری در دسترس از گروه‌های مجازی مختلف از طریق واتس‌اپ یا تلگرام در این پژوهش شرکت کردند. داده های مورد نیاز از طریق مصاحبه نیمه ساختاریافته و پرسشنامه باز گردآوری شد. داده های جمع آوری شده با استفاده از تحلیل موضوعی با استفاده از MAXQDA مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که معلمان زبان انگلیسی دانش خود را از مدیریت کلاس درس به منابع زیر نسبت می‌دهند: دانش آکادمیک، نظرات شخصی، تجربیات گذشته، رویدادهای حرفه‌ای، تفاسیر زمینه‌ای و بازخورد. نتایج همچنین نشان داد که ادراک معلمان زبان انگلیسی از مدیریت کلاس در ابعاد مختلفی از جمله پاسخ به رفتار نادرست دانش‌آموزان، ارتباطات کلاسی، برآورده کردن انتظارات یادگیرنده، مدیریت زمان، مراقبت و توجه به فراگیران، ارائه و دریافت بازخورد، گروه‌بندی شده است. تعامل با خانواده دانش آموزان، انعطاف پذیری، مسئولیت پذیری و تعهد، برنامه ریزی درسی، برنامه ریزی کار گروهی و اخلاق حرفه ای. این یافته ها برای معلمان زبان انگلیسی، مربیان معلم، سرپرستان و برنامه ریزان برنامه درسی آموزش معلمان پیامدهایی دارد.
This qualitative study aimed to explore EFL teachers’ perceptions of classroom management. Thirty Iranian EFL teachers teaching at different private institutes and universities in Iran participated in this study via convenience sampling from different virtual groups through WhatsApp or Telegram. The required data were collected through a semi-structured interview and an open-ended questionnaire. The collected data were analyzed through thematic analysis using MAXQDA. The results showed that EFL teachers attributed their knowledge of classroom management to the following resources: academic knowledge, personal opinions, past experiences, professional events, contextual interpretations, and feedback. The results also revealed that EFL teachers’ perceptions of classroom management were grouped into a range of aspects, including responses to students’ misbehavior, class communication, fulfillment of learner expectations, time management, care for and attention to learners, giving and receiving feedback, interactions with students’ families, flexibility, accountability and commitment, lesson planning, group work planning, and professional ethics. The findings have implications for EFL teachers, teacher educators, supervisors, and teacher education curriculum planners.
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