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The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices
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 p...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8894653/ https://www.ncbi.nlm.nih.gov/pubmed/35250759 http://dx.doi.org/10.3389/fpsyg.2022.821763 |
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author | Estaji, Masoomeh Zhaleh, Kiyana |
author_facet | Estaji, Masoomeh Zhaleh, Kiyana |
author_sort | Estaji, Masoomeh |
collection | PubMed |
description | 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 t-tests and Wilcoxon signed ranks tests, indicated that except for the distributive component, the treatment was effective in significantly enhancing the Iranian EFL teachers’ procedural, interactional, and total classroom justice perceptions. Content analysis of the posttest qualitative data, done through MAXQDA, revealed that the participants approved the course usefulness, its significance, and uses of justice enactment strategies in their classroom. Furthermore, they confirmed positive changes in their conceptions and practices of justice because of attending the course and showed enthusiasm in attending more such courses in the future. The convergence of the quantitative and qualitative results in this study demonstrated the effectiveness of the justice-oriented training course for enhancing EFL teachers’ just classroom behaviors. Hence, the results would be fruitful for teacher educators aiming to promote the pre- and in-service EFL teachers’ professional effectiveness through explicit instruction on classroom justice and its use in teacher education programs. |
format | Online Article Text |
id | pubmed-8894653 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-88946532022-03-05 The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices Estaji, Masoomeh Zhaleh, Kiyana Front Psychol Psychology 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 t-tests and Wilcoxon signed ranks tests, indicated that except for the distributive component, the treatment was effective in significantly enhancing the Iranian EFL teachers’ procedural, interactional, and total classroom justice perceptions. Content analysis of the posttest qualitative data, done through MAXQDA, revealed that the participants approved the course usefulness, its significance, and uses of justice enactment strategies in their classroom. Furthermore, they confirmed positive changes in their conceptions and practices of justice because of attending the course and showed enthusiasm in attending more such courses in the future. The convergence of the quantitative and qualitative results in this study demonstrated the effectiveness of the justice-oriented training course for enhancing EFL teachers’ just classroom behaviors. Hence, the results would be fruitful for teacher educators aiming to promote the pre- and in-service EFL teachers’ professional effectiveness through explicit instruction on classroom justice and its use in teacher education programs. Frontiers Media S.A. 2022-02-18 /pmc/articles/PMC8894653/ /pubmed/35250759 http://dx.doi.org/10.3389/fpsyg.2022.821763 Text en Copyright © 2022 Estaji and Zhaleh. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Estaji, Masoomeh Zhaleh, Kiyana The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title | The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title_full | The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title_fullStr | The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title_full_unstemmed | The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title_short | The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices |
title_sort | enactment of classroom justice through explicit instruction: deciphering the changes in english as a foreign language teachers’ perceptions and practices |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8894653/ https://www.ncbi.nlm.nih.gov/pubmed/35250759 http://dx.doi.org/10.3389/fpsyg.2022.821763 |
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