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:: Volume 22, Issue 1 (3-2019) ::
2019, 22(1): 27-72 Back to browse issues page
L2 Teachers’ Representations of Classroom Management Events: Variations across Experience Levels
Mohammad Nabi Karimi , Mostafa Nazari
Abstract:   (1799 Views)
Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed.
Keywords: knowledge representation, classroom management, novice teachers, experienced teachers, expertise
Full-Text [PDF 575 kb]   (600 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/12/6 | Accepted: 2019/02/16 | Published: 2019/03/30
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Karimi M N, Nazari M. L2 Teachers’ Representations of Classroom Management Events: Variations across Experience Levels. Journal title 2019; 22 (1) :27-72
URL: http://ijal.khu.ac.ir/article-1-3014-en.html


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Volume 22, Issue 1 (3-2019) Back to browse issues page
Iranian Journal of Applied Linguistics
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