这项混合方法研究调查了显性教学是否会影响EFL教师对课堂正义的看法和实践,考虑到基于正义的社会心理学理论的三维概念化,包括分配,互动,程序正义。为此,77伊朗英语作为外语(EFL)教师,通过最大变化采样选择,参加了为期四场的在线司法培训课程。通过封闭式和开放式问卷收集课程干预前后的数据。定量数据分析结果,通过运行配对样本t检验和Wilcoxon符号等级检验获得,表明,除了分布成分,这种治疗有效地显著提高了伊朗英语教师的程序,互动,和全面的课堂公正观念。后测定性数据的内容分析,通过MAXQDA完成,透露参与者认可了课程的实用性,其意义,以及在课堂上使用正义制定策略。此外,他们证实,由于参加了该课程,他们对正义的观念和实践发生了积极变化,并表现出了将来参加更多此类课程的热情。本研究中定量和定性结果的趋同表明了以正义为导向的培训课程对增强EFL教师的公正课堂行为的有效性。因此,对于旨在通过明确指导课堂公正及其在教师教育计划中的使用来促进在职和在职EFL教师的专业有效性的教师教育者来说,结果将是丰硕的。
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.