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CLASSROOM MANAGEMENT PRACTICES REPORTED BY CHILEAN PRE-SERVICE AND NOVICE IN-SERVICE TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE (EFL)
Corresponding Author(s) : Tania Tagle
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
Purpose of the study: The objective of this study is to reveal classroom management practices reported by Chilean pre-service and novice in-service teachers of English as a Foreign Language (EFL). This is associated with their classroom performance and considering the dimensions of people management, instructional management, and behaviour management.
Methodology: The present study used a qualitative research methodology and a case study design. The participants were 30 pre-service teachers studying in two Chilean universities and 30 novice graduate English teachers from the same institutions. The data collection techniques were non-participant observations concerning the subjects’ classroom interventions and semi-structured interviews with stimulated recall based on the former. The researchers analysed the collected data by using the ATLAS.ti software for content analysis.
Main Findings: The results indicate that most of the pre- and in-service EFL teachers declare the implementation of classroom management practices that employed an interventionist approach. This considering the dimensions of people management, instructional management, and behaviour management. Consequently, the research subjects’ pedagogical actions tend to be more teacher-centred rather than student-centred.
Applications of this study: This study is related to English as a Foreign Language (EFL) teaching and learning and teacher education. The findings of this research can be useful for English language pre-service teacher education programs and professional development programs. The study suggests the relevance of helping pre- and in-service teachers reflect on their practices to modify their pedagogical beliefs and, consequently, improve the way they teach.
Novelty/Originality of this study: This article considers teachers’ classroom management as a comprehensive construct that involves the dimensions of people management, instructional management, and behaviour management. Moreover, the data collection techniques include stimulated recall interviews based on the participants’ classroom observation. These techniques can be useful for educational research. Professional development undergraduate and postgraduate courses can also consider these procedures to help individuals examine their teaching practices, and their underlying beliefs, to reflect on them.
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- Barreda, M. S. (2012). El docente como gestor del clima del aula: Factores a tener en cuenta [Master’s thesis]. Universidad de CantabrÃa.
- Cabaroğlu, N. (2012). Prospective EFL teachers’ perceptions of classroom management and misbehavior. Çukurova University Faculty of Education Journal, 41(1), 117-132.
- Celce-Murcia, M. (2014). An overview of language teaching methods and approaches. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 2-14). National Geographic Learning.
- Cerit, Y. (2011). The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management orientations. Buca Eğitim Fakültesi Dergisi, 30, 156-174.
- Cerit, Y., & Yüksel, S. (2015). Teacher’s perceptions of classroom management orientations in Turkish and Latvia contexts: A comparative study. Journal of Educational and Instructional Studies in the World, 5(3), 1-10.
- Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development.
- Dörnyei, Z., & Ushioda, E. (2013), Teaching and researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750 DOI: https://doi.org/10.4324/9781315833750
- Duff, P. A. (2014). Communicative language teaching. In M. Celce-Murcia, D. M. Brinton & M A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 15-30). National Geographic Learning.
- Erdogana, M., & Kurt, A. (2015). A review of research on classroom management in Turkey. Procedia - Social and Behavioral Sciences, 186, 9-14. https://doi.org/10.1016/j.sbspro.2015.04.212 DOI: https://doi.org/10.1016/j.sbspro.2015.04.212
- Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143 DOI: https://doi.org/10.1002/piq.21143
- GarcÃa, J. A. (2012). La educación emocional, su importancia en el proceso de aprendizaje. Revista Educación, 36(1), 97-109. https://doi.org/10.15517/revedu.v36i1.455 DOI: https://doi.org/10.15517/revedu.v36i1.455
- Gass, S. M., & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge. https://doi.org/10.4324/9781315813349 DOI: https://doi.org/10.4324/9781315813349
- Ghafarpour, H., & Nejadansari, D. (2015). EFL teachers’ attitudes and beliefs on class control and leadership styles in two different contexts. Journal of Applied Linguistics, 1(1), 59-65.
- Gürçay, D. (2015). Preservice physics teacher’s beliefs regarding classroom management. Procedia - Social and Behavioral Sciences, 174(12), 2430-2435. https://doi.org/10.1016/j.sbspro.2015.01.913 DOI: https://doi.org/10.1016/j.sbspro.2015.01.913
- İnceçay, G., & Keşli Dollar, Y. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal, 1(3), 189-198.
- Kazemi, A., & Soleimani, N. (2016). On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study. Iranian Journal of Language Teaching Research, 4(2), 87-103.
- Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
- Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
- Llorent, V., & López, R. (2012). Estudio de las relaciones interpersonales en aulas con alumnos “diferentesâ€. Campo Abierto, 31(2), 87-109.
- MacÃas, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. PROFILE, Issues in Teachers’ Professional Development, 17(2), 81-99. https://doi.org/10.15446/profile.v17n2.43641 DOI: https://doi.org/10.15446/profile.v17n2.43641
- Mahmoodi, M. H., Izadi, N., & Dehghannezhad, M. (2015). An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement. Applied Research on English Language, 4(2), 25-42.
- Martin, N. K., & Shoho, A. R. (2000, January). Teacher experience, training, & age: The influence of teacher characteristics on classroom management style [Paper presentation]. Annual Conference of the Southwest Educational Research Association, Dallas, TX, United States. https://files.eric.ed.gov/fulltext/ED440963.pdf
- Martin, N. K., Yin, Z., & Mayall, H. (2006, February). Classroom management training, teaching experience and gender: Do these variables impact teachers' attitudes and beliefs toward classroom management style? [Paper presentation]. Annual Conference of the Southwest Educational Research Association, Austin, TX, United States. https://files.eric.ed.gov/fulltext/ED494050.pdf
- Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Association for Supervision and Curriculum Development.
- Medwell, J., Wray, D., Minns, H., Griffiths, V., & Coates, E. (2017). Primary English: Teaching theory and practice (8th ed.). Learning Matters.
- Mehrpour, S., & Moghaddam, M. (2018). Exploring novice and experienced Iranian EFL teachers’ beliefs representations: A more vivid picture. International Journal of Language Studies, 12(2), 17-50.
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Mutlu, G. (2014). Challenges in practicum: Pre-service and cooperating teachers’ voice. Journal of Education and Practice, 5(36), 1-8.
- Nunan. D. (2015). Teaching English to speakers of other languages: An introduction. Routledge. https://doi.org/10.4324/9781315740553 DOI: https://doi.org/10.4324/9781315740553
- Omoruyi, K. I., & Aigbedion, I. M. (2015). The impact of classroom management on students’ academic performance in selected junior secondary schools in municipal area council, Abuja. International Journal of Education and Reseach, 3(9), 141-154.
- Pelech, J., & Pieper, G. (2010). The comprehensive handbook of constructivist teaching: From theory to practice. Information Age Publishing.
- Pellón, R., Miguéns, M., Orgaz, C., Ortega, N., & Pérez, V. (2015). PsicologÃa del aprendizaje. Universidad Nacional de Educación a Distancia.
- Quek, C. L. (2013). Exploring beginning teachers’ attitudes and beliefs on classroom management. New Horizons in Education, 61(2), 13-33.
- Quintero, J., & RamÃrez, O. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. PROFILE, Issues in Teachers’ Professional Development, 13(2), 59-72.
- Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
- Riddell, D. (2014). Teach EFL: The complete guide. John Murray Learning.
- Saeedi, M. (2016). EFL teacher’s attitudes and beliefs regarding classroom management style: The case of gender and teaching experiences. European Journal of Education Studies, 2(1), 58-69.
- Savran, A., & Çakıroğlu, J. (2003). Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology – TOJET, 2(4), 15-20.
- Scrivener, J. (2011), Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
- Tagle, T., DÃaz, C., Alarcón, P., Ramos, L., Quintana, M., & Etchegaray, P. (2017). Creencias sobre los roles del profesor y del estudiante que poseen futuros docentes de inglés en dos universidades chilenas. FOLIOS, 45, 113-126. https://doi.org/10.17227/01234870.45folios113.126 DOI: https://doi.org/10.17227/01234870.45folios113.126
- Unal, Z., & Unal, A. (2009). Comparing beginning and experienced teachers’ perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73(3), 256-270. https://doi.org/10.1080/00131720902991343 DOI: https://doi.org/10.1080/00131720902991343
- Villalobos, X. (2011). Reflexión en torno a la gestión de aula y a la mejora en los procesos de enseñanza y aprendizajes. Revista Iberoamericana de Educación, 55(33), 1-7. https://doi.org/10.35362/rie5531590 DOI: https://doi.org/10.35362/rie5531590
- Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. https://doi.org/10.1016/j.tate.2017.04.015 DOI: https://doi.org/10.1016/j.tate.2017.04.015
- Yilmaz, H., & Çavaş, P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 45-54. https://doi.org/10.12973/ejmste/75305 DOI: https://doi.org/10.12973/ejmste/75305
- Yilmaz, K. (2009). Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-15.
References
Barreda, M. S. (2012). El docente como gestor del clima del aula: Factores a tener en cuenta [Master’s thesis]. Universidad de CantabrÃa.
Cabaroğlu, N. (2012). Prospective EFL teachers’ perceptions of classroom management and misbehavior. Çukurova University Faculty of Education Journal, 41(1), 117-132.
Celce-Murcia, M. (2014). An overview of language teaching methods and approaches. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 2-14). National Geographic Learning.
Cerit, Y. (2011). The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management orientations. Buca Eğitim Fakültesi Dergisi, 30, 156-174.
Cerit, Y., & Yüksel, S. (2015). Teacher’s perceptions of classroom management orientations in Turkish and Latvia contexts: A comparative study. Journal of Educational and Instructional Studies in the World, 5(3), 1-10.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development.
Dörnyei, Z., & Ushioda, E. (2013), Teaching and researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750 DOI: https://doi.org/10.4324/9781315833750
Duff, P. A. (2014). Communicative language teaching. In M. Celce-Murcia, D. M. Brinton & M A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 15-30). National Geographic Learning.
Erdogana, M., & Kurt, A. (2015). A review of research on classroom management in Turkey. Procedia - Social and Behavioral Sciences, 186, 9-14. https://doi.org/10.1016/j.sbspro.2015.04.212 DOI: https://doi.org/10.1016/j.sbspro.2015.04.212
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143 DOI: https://doi.org/10.1002/piq.21143
GarcÃa, J. A. (2012). La educación emocional, su importancia en el proceso de aprendizaje. Revista Educación, 36(1), 97-109. https://doi.org/10.15517/revedu.v36i1.455 DOI: https://doi.org/10.15517/revedu.v36i1.455
Gass, S. M., & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge. https://doi.org/10.4324/9781315813349 DOI: https://doi.org/10.4324/9781315813349
Ghafarpour, H., & Nejadansari, D. (2015). EFL teachers’ attitudes and beliefs on class control and leadership styles in two different contexts. Journal of Applied Linguistics, 1(1), 59-65.
Gürçay, D. (2015). Preservice physics teacher’s beliefs regarding classroom management. Procedia - Social and Behavioral Sciences, 174(12), 2430-2435. https://doi.org/10.1016/j.sbspro.2015.01.913 DOI: https://doi.org/10.1016/j.sbspro.2015.01.913
İnceçay, G., & Keşli Dollar, Y. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal, 1(3), 189-198.
Kazemi, A., & Soleimani, N. (2016). On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study. Iranian Journal of Language Teaching Research, 4(2), 87-103.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Llorent, V., & López, R. (2012). Estudio de las relaciones interpersonales en aulas con alumnos “diferentesâ€. Campo Abierto, 31(2), 87-109.
MacÃas, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. PROFILE, Issues in Teachers’ Professional Development, 17(2), 81-99. https://doi.org/10.15446/profile.v17n2.43641 DOI: https://doi.org/10.15446/profile.v17n2.43641
Mahmoodi, M. H., Izadi, N., & Dehghannezhad, M. (2015). An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement. Applied Research on English Language, 4(2), 25-42.
Martin, N. K., & Shoho, A. R. (2000, January). Teacher experience, training, & age: The influence of teacher characteristics on classroom management style [Paper presentation]. Annual Conference of the Southwest Educational Research Association, Dallas, TX, United States. https://files.eric.ed.gov/fulltext/ED440963.pdf
Martin, N. K., Yin, Z., & Mayall, H. (2006, February). Classroom management training, teaching experience and gender: Do these variables impact teachers' attitudes and beliefs toward classroom management style? [Paper presentation]. Annual Conference of the Southwest Educational Research Association, Austin, TX, United States. https://files.eric.ed.gov/fulltext/ED494050.pdf
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Association for Supervision and Curriculum Development.
Medwell, J., Wray, D., Minns, H., Griffiths, V., & Coates, E. (2017). Primary English: Teaching theory and practice (8th ed.). Learning Matters.
Mehrpour, S., & Moghaddam, M. (2018). Exploring novice and experienced Iranian EFL teachers’ beliefs representations: A more vivid picture. International Journal of Language Studies, 12(2), 17-50.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mutlu, G. (2014). Challenges in practicum: Pre-service and cooperating teachers’ voice. Journal of Education and Practice, 5(36), 1-8.
Nunan. D. (2015). Teaching English to speakers of other languages: An introduction. Routledge. https://doi.org/10.4324/9781315740553 DOI: https://doi.org/10.4324/9781315740553
Omoruyi, K. I., & Aigbedion, I. M. (2015). The impact of classroom management on students’ academic performance in selected junior secondary schools in municipal area council, Abuja. International Journal of Education and Reseach, 3(9), 141-154.
Pelech, J., & Pieper, G. (2010). The comprehensive handbook of constructivist teaching: From theory to practice. Information Age Publishing.
Pellón, R., Miguéns, M., Orgaz, C., Ortega, N., & Pérez, V. (2015). PsicologÃa del aprendizaje. Universidad Nacional de Educación a Distancia.
Quek, C. L. (2013). Exploring beginning teachers’ attitudes and beliefs on classroom management. New Horizons in Education, 61(2), 13-33.
Quintero, J., & RamÃrez, O. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. PROFILE, Issues in Teachers’ Professional Development, 13(2), 59-72.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Riddell, D. (2014). Teach EFL: The complete guide. John Murray Learning.
Saeedi, M. (2016). EFL teacher’s attitudes and beliefs regarding classroom management style: The case of gender and teaching experiences. European Journal of Education Studies, 2(1), 58-69.
Savran, A., & Çakıroğlu, J. (2003). Differences between elementary and secondary preservice science teachers’ perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology – TOJET, 2(4), 15-20.
Scrivener, J. (2011), Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
Tagle, T., DÃaz, C., Alarcón, P., Ramos, L., Quintana, M., & Etchegaray, P. (2017). Creencias sobre los roles del profesor y del estudiante que poseen futuros docentes de inglés en dos universidades chilenas. FOLIOS, 45, 113-126. https://doi.org/10.17227/01234870.45folios113.126 DOI: https://doi.org/10.17227/01234870.45folios113.126
Unal, Z., & Unal, A. (2009). Comparing beginning and experienced teachers’ perceptions of classroom management beliefs and practices in elementary schools in Turkey. The Educational Forum, 73(3), 256-270. https://doi.org/10.1080/00131720902991343 DOI: https://doi.org/10.1080/00131720902991343
Villalobos, X. (2011). Reflexión en torno a la gestión de aula y a la mejora en los procesos de enseñanza y aprendizajes. Revista Iberoamericana de Educación, 55(33), 1-7. https://doi.org/10.35362/rie5531590 DOI: https://doi.org/10.35362/rie5531590
Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. https://doi.org/10.1016/j.tate.2017.04.015 DOI: https://doi.org/10.1016/j.tate.2017.04.015
Yilmaz, H., & Çavaş, P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 45-54. https://doi.org/10.12973/ejmste/75305 DOI: https://doi.org/10.12973/ejmste/75305
Yilmaz, K. (2009). Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-15.