CLASSROOM MANAGEMENT PRACTICES REPORTED BY CHILEAN PRE-SERVICE AND NOVICE IN-SERVICE TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE (EFL)

Abstract

Purpose of the study: The objective of this study is to reveal classroom management practices reported by Chilean pre-service and novice in-service teachers of English as a Foreign Language (EFL). This is associated with their classroom performance and considering the dimensions of people management, instructional management, and behaviour management.
 Methodology: The present study used a qualitative research methodology and a case study design. The participants were 30 pre-service teachers studying in two Chilean universities and 30 novice graduate English teachers from the same institutions. The data collection techniques were non-participant observations concerning the subjects’ classroom interventions and semi-structured interviews with stimulated recall based on the former. The researchers analysed the collected data by using the ATLAS.ti software for content analysis.
 Main Findings: The results indicate that most of the pre- and in-service EFL teachers declare the implementation of classroom management practices that employed an interventionist approach. This considering the dimensions of people management, instructional management, and behaviour management. Consequently, the research subjects’ pedagogical actions tend to be more teacher-centred rather than student-centred.
 Applications of this study: This study is related to English as a Foreign Language (EFL) teaching and learning and teacher education. The findings of this research can be useful for English language pre-service teacher education programs and professional development programs. The study suggests the relevance of helping pre- and in-service teachers reflect on their practices to modify their pedagogical beliefs and, consequently, improve the way they teach.
 Novelty/Originality of this study: This article considers teachers’ classroom management as a comprehensive construct that involves the dimensions of people management, instructional management, and behaviour management. Moreover, the data collection techniques include stimulated recall interviews based on the participants’ classroom observation. These techniques can be useful for educational research. Professional development undergraduate and postgraduate courses can also consider these procedures to help individuals examine their teaching practices, and their underlying beliefs, to reflect on them.