Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management
Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2018-10-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_4631_70404756ef19767b289a95f6cbc2fb25.pdf |
| _version_ | 1797904119118168064 |
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| author | Masoomeh Estaji, Roya Vafaeimehr |
| author_facet | Masoomeh Estaji, Roya Vafaeimehr |
| author_sort | Masoomeh Estaji, |
| collection | DOAJ |
| description | Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed. The thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques, to deal with the classroom problems in comparison with their low reflective counterparts. |
| first_indexed | 2024-04-10T09:43:44Z |
| format | Article |
| id | doaj.art-ed4126913cf242ff83edc8d9f5540f59 |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:43:44Z |
| publishDate | 2018-10-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-ed4126913cf242ff83edc8d9f5540f592023-02-17T06:08:57ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502018-10-01102275810.22111/ijals.2018.46314631Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom ManagementMasoomeh Estaji,0Roya Vafaeimehr1Allameh Tabataba'i UniversityAllameh Tabataba'i UniversityThrough a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed. The thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques, to deal with the classroom problems in comparison with their low reflective counterparts.https://ijals.usb.ac.ir/article_4631_70404756ef19767b289a95f6cbc2fb25.pdfclassroom managementefl teachershigh reflective teacherslow reflective teachersteacher reflection |
| spellingShingle | Masoomeh Estaji, Roya Vafaeimehr Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management Iranian Journal of Applied Language Studies classroom management efl teachers high reflective teachers low reflective teachers teacher reflection |
| title | Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management |
| title_full | Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management |
| title_fullStr | Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management |
| title_full_unstemmed | Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management |
| title_short | Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management |
| title_sort | teacher s reflection and its components as predictors of efl teacher s sense of classroom management |
| topic | classroom management efl teachers high reflective teachers low reflective teachers teacher reflection |
| url | https://ijals.usb.ac.ir/article_4631_70404756ef19767b289a95f6cbc2fb25.pdf |
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