The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers' Perceptions and Practices.
English as a foreign language
classroom justice enactment
classroom justice training
explicit instruction
just classroom behavior
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2022
2022
Historique:
received:
24
11
2021
accepted:
27
01
2022
entrez:
7
3
2022
pubmed:
8
3
2022
medline:
8
3
2022
Statut:
epublish
Résumé
This mixed methods research study investigated if explicit instruction could affect EFL teachers' perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language (EFL) teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis results, obtained through running paired samples
Identifiants
pubmed: 35250759
doi: 10.3389/fpsyg.2022.821763
pmc: PMC8894653
doi:
Types de publication
Journal Article
Langues
eng
Pagination
821763Informations de copyright
Copyright © 2022 Estaji and Zhaleh.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Références
Front Psychol. 2020 Sep 15;11:549653
pubmed: 33071866
Br J Educ Psychol. 2021 Dec;91(4):1517-1536
pubmed: 34152001
Front Psychol. 2021 Aug 19;12:731721
pubmed: 34489835