چکیده:
The present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teaching and classroom management. In this connection, the Spearman Rank-Order correlation was used as the analytical method to analyze the data and to come to the conclusion. The obtained result showed that there was a positive correlation between teachers’ reflective teaching and class management. A strong relationship was observed between reflective thinking and class management and there was also a positive correlation between teachers’ reflective thinking and reflective teaching.
خلاصه ماشینی:
Investigating the Relationship among EFL Teachers’ Reflective Teaching, Reflective Thinking and Classroom Management Mahdavi Resketi, Bahareh*, Garmsar Branch, Islamic Azad University, Garmsar, Iran bahar.
com Abstract The present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability.
To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teaching and classroom management.
In particular, there is lack of nuanced understandings of how EFL teachers successfully establish and manage classroom environments that support both engaged learning and positive social interactions among learners while one of the most important factors regarding teaching English as a foreign language (EFL) is how EFL teachers manage their classes (Brown, 2007).
In order to explore Iranian EFL teachers’ classroom management orientations and its relationship with teaching styles, Rahimi and Asadollahi (2012) asked three hundred EFL teachers to fill in the (ABCC) inventory and Teaching Activities Preference questionnaire.
It was found that while reflecting during the application, the pre-service teachers focused on issues such as teaching methods, student motivation, and classroom management.
g. , the Classroom Environment Scales in Moos, 1979), self- determination theory (Noels, 2003; Noels, Clément, & Pelletier, 1999; Reeve & Jang, 2006; Skinner & Belmont, 1993), goal orientation theory (Midgley, Kaplan, & Middleton, 2001; Patrick, 2004; Turner et al.
An investigation into the relationship among EFL teachers’ reflection, classroom management orientation, and perceptions of language learning strategies and students’ L2 achievement.