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- Title
Exploring Iranian Teachers' Perceptions of Classroom Justice and Its Dimensions in EFL Instructional Contexts.
- Authors
Estaji, Masoomeh; Zhaleh, Kiyana
- Abstract
In any education context, teachers are mainly responsible for enacting the core values of classroom justice and equality. To address this notion, this qualitative study went through the exploration of the perceptions that Iranian EFL teachers had of classroom justice and its main dimensions. To this end, 31 EFL teachers, chosen through purposive sampling, filled out an openended questionnaire, and a sub-group of them participated in a semi-structured interview. The major findings, resulting from the content and thematic analyses of the data done both manually and through the MAXQDA software (Version 2020), revealed that first, all the participants, except one, regarded classroom justice as a crucial element of their instructional practice; second, interactional, procedural, and distributive dimensions of justice were reflected in the definitions that the teachers provided for classroom justice; and third, in line with the theoretical and empirical underpinnings of the study, the teachers conceptualized the classroom justice dimensions through their unique principles in relation to the various domains of classroom learning, teaching, assessment, and interactions. A pedagogical implication based on the findings is that by becoming aware of how they perceive justice in their instructional practice, teachers may take the initial strides toward enhancing their just treatment of students, and consequently, increase their professional effectiveness.
- Subjects
CLASSROOMS; TEACHERS; ENGLISH as a foreign language; DISTRIBUTIVE justice; IRANIANS; THEMATIC analysis
- Publication
Language Related Research, 2021, Vol 12, Issue 3, p277
- ISSN
2322-3081
- Publication type
Article
- DOI
10.29252/LRR.12.3.10