Teachers’ Praxis in EFL Classrooms: Insights from in Service and Retired Educators in Public and Private Schools.

Document Type : Research Paper

Authors

1 Fatemeh Nikootabar Ph.D. Student of TEFL Department of English Language and Literature Faculty of Literature and Humanities Hakim Sabzevari University, Sabzevar, Iran

2 Department of English Language and Literature Faculty of Literature and Humanities Hakim Sabzevari University, Sabzevar, Iran

10.22034/elt.2026.72434.2869

Abstract

The present qualitative study examined the practices of in-service and retired English as a Foreign Language (EFL) teachers in public and private schools to provide a comprehensive understanding of their pedagogical approaches. The researchers used a multi-faceted data collection strategy, including semi-structured interviews, focus group discussions, and classroom observations, providing an in-depth exploration of the constructs that influence teaching practices. 40 EFL teachers from public schools and educational institutions participated in this study. All participants provided informed consent before their involvement in the study. The researchers used MAXQDA software 24 and thematic analysis to analyze the collected data. The findings highlighted the significance of promoting student agency, social transformation, cultural relevance, emotional ecology, critical reflection, ethical decision-making, collegiality and collaboration, and feedback and communication. These constructs collectively demonstrated how teachers provide supportive and engaging learning environments that empower students and promote active participation in their educational journeys. The findings have pedagogical implications for teachers, learners, curriculum designers, and policy makers.

Keywords

Main Subjects

References

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