Original article | International Journal of Research in Teacher Education 2020, Vol. 11(4) 32-54
pp. 32 - 54 | Manu. Number: ijrte.2020.009
Published online: December 29, 2020 | Number of Views: 411 | Number of Download: 178
This paper aims to probe into the attitudes of prospective English language teachers and practice English language teachers towards disruptive behaviors of their students in order to shed light upon the affective aspects of teachers in classroom management in foreign language teaching. Therefore, 8 practice English language teachers and 41 pre-service English language teachers participate into the study. Within this frame, both quantitative and qualitative research methodologies are amalgamated to collect data. In detail, the scale for teachers’ attitudes towards disruptive behaviors in classrooms, semi-structured interview, and observation techniques are used. Results are analyzed with respect to these two methodologies. Following the data collection and analyses, both their attitudes and practices in relation to these attitudes are scrutinized. Then, implications and suggestions regarding disruptive behaviors are discussed in detail.
Keywords: classroom management, disruptive behaviors, affective aspects, teachers’ attitudes, classroom practices
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