on the necessity and usefulness of teacher classroom justice training: efl teachers’ expectations, experiences, and perceptions

Within the research domain of language teacher education, there has been a shortage of studies on how much l2 teachers typically receives training on the three-dimensional conceptualization of classroom justice (i.e., distributive, procedural, and interactional) and how much l2 teachers are willing to attend classroom justice-training courses. to address these concerns, this qualitative study attempted to explore english as a foreign language (efl) teachers’ prior experiences, perceptions, and expectations about receiving training courses on the procedural, distributive, and interactional dimensions of classroom justice. to this end, a group of 77 iranian efl teachers, chosen through maximum variation sampling, completed a demographic informational questionnaire and an open-ended classroom justice questionnaire. the data were analyzed through maxqda software, taking an interactive (i.e., both deductive and inductive) approach to content analysis. the results revealed that the teachers mainly (1) had no prior experiences of receiving classroom justice trainings; (2) approved the essentiality of efl teachers’ being trained for the three dimensions of classroom justice; (3) expected to learn more about the dimensions, principles, and domains of classroom justice in teacher justice training courses; and (4) had positive attitudes toward the usefulness of classroom justice trainings for enhancing teachers’ pedagogical knowledge, skills, and practices. these results can encourage l2 policymakers and teacher educators to inculcate training courses on the theory and practice of classroom justice into l2 teacher education programs with the prospect of increasing pre and in-service l2 teachers’ justice literacy, empowering them to implement procedural, distributive, and interactional dimensions of justice in the instructional context, and ultimately enhancing their professional effectiveness.