The present qualitative study made an attempt to evaluate the Iranian EFL teachers’ perceptions towards the practices of innovative classroom management. Since classroom management is a research area which plays a pivotal role in the quality of teaching, this contribution is of high importance and significance. In doing so, 20 English professors of language department of Azad university were selected through available sampling method. Data were gathered through a semi-structured interview and an open-ended questionnaire. The interview questions were developed based on the literature review which was carried out by the researchers. The researchers recorded the participants' responses for further in-depth analysis. As the results indicated, some practices were extracted from the data which are response to students’ misbehavior, class communication, fulfillment of learner expectations, time management, showing care and attention to learners, giving and receiving feedback, interaction with students’ family, showing flexibility, showing accountability and commitment, planning lessons, planning group works, and professional ethics. The results can be used in teacher preparation programs for classroom management in the future. The results may also increase the width and breadth of knowledge of classroom management of those interested in this topic. پرونده مقاله

The researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers who were experienced and Ph.D. holders in TEFL, participated in the qualitative phase via random sampling method from virtual groups of high school EFL teachers in WhatsApp or Telegram. Moreover, 300 Iranian EFL teachers as the participants of the qualitative phase were conveniently selected to participate in the quantitative phase. Data collection was done via a closed-ended questionnaire, an open-ended questionnaire, and a semi-structured interview. In the qualitative stage, a model of classroom management literacy was developed, involved the grounded theory-based data analysis. In the quantitative phase, using Structural Equation Modeling (SPSS and AMOS 24 software), the developed model of classroom management literacy for Iranian EFL teachers was exposed to validity and reliability analysis. According to the qualitative and quantitative results, a model of classroom management literacy for Iranian EFL teachers developed in two main categories, including knowledge resources of classroom management and classroom management practices. These two categories consisted of some sub-categories. At a more specific level, these two categories were sub-categorized into some strategies. Moreover, the results showed that the developed model of classroom management literacy for Iranian EFL teachers was of high validity and reliability. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. پرونده 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. پرونده مقاله

The present study aimed to explore the strategies and challenges faced by Iranian teachers in classroom management. The importance of this study lied in its potential contribution to effective approaches in classroom management, professional growth of teachers, and research knowledge. To serve that end, it utilized a qualitative research design, employing semi-structured interview and open-ended questionnaire to gather data from a sample of Iranian teachers. The findings revealed that Iranian teachers were required to use different strategies to put their knowledge resources and practices of classroom management into the real context of classroom with high effectiveness. The study also indicated several challenges faced by Iranian teachers, such as 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. It can be concluded that teachers’ classroom management literacy is fed by different knowledge resources. Moreover, classroom management literacy is not formed overnight, but it is the product of various knowledge domains. More importantly, classroom management is not an easy task for Iranian teachers. These findings have significant implications for Iranian teachers, teacher educators and curriculum planners. پرونده 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. پرونده مقاله