Exploring Iranian Teachers’ Perceptions of Classroom Justice and Its Dimensions in EFL Instructional Contexts | ||
| جستارهای زبانی | ||
| Article 11, Volume 12, Issue 3 - Serial Number 63, 1400, Pages 277-314 PDF (5 M) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.29252/LRR.12.3.10 | ||
| Authors | ||
| Masoomeh Estaji* 1; Kiyana Zhaleh2 | ||
| 1Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran. | ||
| 2PhD Candidate of TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran | ||
| 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 open-ended 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. | ||
| Keywords | ||
| classroom justice; distributive justice; EFL context; interactional justice; procedural justice; teachers’ perceptions | ||
| References | ||
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