An Analysis of Teachers’ Self-reflection on Classroom Management

• Published in: Theory and practice in language studies 2016-01, Vol.6 (1), p.84
• Main Authors: Sammaknejad, Ameneh, Marzban, Amir
• Format: Article
• Language: English
• Subjects: Analysis; Beginning Teachers; Case studies; Classroom Environment; Classroom management; Classroom Techniques; Content analysis; Diaries; English as a second language instruction; English teachers; Learning; Methods; Practice; Psychological aspects; Questionnaires; Reflective teaching; Researchers; Second language teachers; Self examination (Psychology); Students; Teachers; Teaching; Teaching Methods
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.0601.11

This research is an analysis of teachers' self-reflection on classroom management; a comparative case study of University EFL male and female teachers. The study was conducted with four novice and experienced English teachers in four different universities in Mazandaran province, Iran in winter of 2015. Data were collected through two questionnaires of all participants and the diaries of two teachers. The questionnaires administered to teachers showed teachers' awareness of self-reflection on classroom management. Both questionnaires consisted of frequency Likert scale items. The diaries provided insight into teachers' feelings, experiences, and practices concerning teachers' self-reflection on classroom management. Summative content analysis (Hsieh and Shannon, 2005) were used. The results revealed that Iranian University EFL teachers have high awareness of self-reflection. When the cases were compared, the female novice and experienced teachers were found to relatively differ in their self-reflection on classroom management, but not in self-reflection itself. Index Terms--teachers' self-reflection, classroom management, experienced and novice teachers, EFL male and female teachers