EFL Teachers' Epistemological Beliefs and Classroom Management Approaches: A Case Study

Year 2018, Volume: 8 Issue: 2, 45 - 60, 30.06.2018

Neda Soleimani

Abstract

This case study focused on EFL teachers' classroom management approaches and
examined how Epistemological beliefs shadowed management approaches. To
collect data, we used semi-structured interview questions and journal writing. Thirty
EFL teachers participated in this study. Findings showed that EFL teachers following
interactionalist (learner-centered) approaches at behavior and instructional
dimension believed in learners' active role in knowledge acquisition. Meaning that
learning effort, critical thinking and unique features of contexts were mentioned as
elements contributing to constructing knowledge. EFL teachers' journals also showed
connections between what they believe to be the source of knowledge and how they
manage classroom. 

Keywords

Epistemology, Beliefs, Classroom Management, Instructional Behavior

References

• Arkoudis, S. (2003). Teaching English as a second language in science classes: Incommensurate epistemologies? Language and Education, 17, 161-173.