Understanding Stance of English Language Teachers’ Cooperation with Parents and School Administrators in Classroom Management

Year 2024, Volume: 12 Issue: 24, 738 - 753, 21.10.2024

İsmail Firat Altay , Tarık Yütük

https://doi.org/10.18009/jcer.1519825

Abstract

Classroom Management (CM) possesses a key role in teaching in L2 classroom settings. So, it is fair to suggest that there is an increasing volume of research in addition to the research conducted in the mainstream CM studies. However, to our knowledge, the lack of research about cooperation among the insider and outsider stakeholders of L2 CM is still felt. Within this respect, the objective of this study is to explore how pre-service (PSTs) and in-service English language teachers (ISTs) view parent- and school administration-support in CM. Therefore, a semi-structured interview is utilised to delve into PSTs’ and ISTs’ stance towards cooperation with parents and school administration. Then, data yielded from the interview are analysed through content analysis. Thus, the outcomes have revealed some convergences and divergences between PSTs’ and ISTs’ views. Overall, some pedagogical implications are suggested to improve ISTs’ and PSTs’ classroom practices in tandem with L2 teaching pedagogy.

Keywords

Classroom management, L2 classrooms, parent support, school administration support

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Hacettepe University Research and Publication Ethics Committee The date and number of the ethical assessment decision: 07.11.2017 and 35853172/433-3703

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