English Language Teachers’ Epistemological Perceptions and Classroom Management Skills
DOI:
https://doi.org/10.62997/rl.2025.41048Keywords:
Epistemological Beliefs, English Language Teachers, Classroom Management SkillsAbstract
: The paper focused on English language teachers’ epistemological beliefs and their classroom management practices at intermediate level. The study aimed to find out the most frequently employed classroom management strategies of English language teachers, what epistemological beliefs do English language teachers hold? and, how do the epistemological ideas of English language teachers influence their methods of classroom management? Population of the study consisted of English Language Teachers at public and private colleges in district Mardan, Khyber Pakhtunkhwa. In this study, 14 English language teachers were selected purposively for interview. The researcher employed semi-structured interview to collect data. Results demonstrated that English language teachers who adopted learner-centered approach at the behavioral and instructional dimensions had faith in students' active participation and acquiring knowledge. This means that factors influencing the construction of knowledge included learning effort, critical thinking, and other context-specific characteristics. The study found a link between English language teachers management style and the sources of knowledge they consider to be valid.
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