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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Ebrahimi, Ebrahim, Zarei, Nahid, Kuhi, Davud. (1405). Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences.. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.71970.2860
Ebrahim - Ebrahimi; Nahid Zarei; Davud Kuhi. "Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences.". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.71970.2860
Ebrahimi, Ebrahim, Zarei, Nahid, Kuhi, Davud. (1405). 'Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences.', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.71970.2860
Ebrahimi, Ebrahim, Zarei, Nahid, Kuhi, Davud. Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences.. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.71970.2860

Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences.

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 خرداد 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.71970.2860
نویسندگان
Ebrahim - Ebrahimi1؛ Nahid Zarei* 2؛ Davud Kuhi2
1Islamic Azad University, Maragheh, Iran
2Department of English Language, Mar. C., Islamic Azad University, Maragheh, Iran
چکیده
Classroom management remains a central yet conceptually multifaceted dimension of effective teaching, particularly in high school EFL contexts characterized by linguistic, behavioral, and institutional complexity. While prior research has extensively examined classroom management strategies, comparatively limited attention has been given to how teachers themselves conceptualize and enact classroom management in situated practice. This qualitative study explores EFL high school teachers’ perceptions of classroom management and the challenges they encounter in their daily professional contexts. Semi-structured interviews were conducted with 21 teachers and analyzed through thematic analysis. The findings suggest that teachers conceptualize classroom management as a proactive, relational, and experience-based process shaped by student motivation, institutional constraints, and accumulated professional knowledge. Experienced teachers reported greater reliance on adaptive and preventive strategies, whereas less experienced teachers demonstrated stronger dependence on rule-based and reactive approaches. The study contributes to teacher cognition research by positioning classroom management as a form of situated pedagogical judgment rather than a fixed repertoire of techniques. Implications are discussed for teacher education and professional development in EFL settings.
کلیدواژه‌ها
Key words: Classroom Management؛ Teachers’ Perceptions؛ High School teachers؛ Qualitative Research؛ Semi-Structured Interviews
آمار
تعداد مشاهده مقاله: 5


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