Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices

The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices

“…Some scholars conceptualized that for teachers to implement these dimensions in their classes, they are required to follow certain justice principles (Cropanzano et al, 2015;Sonnleitner and Kovacs, 2020). Thus, the interactional justice dimension will be actualized when the teachers observe the justice principles of timeliness (a well-timed transference of instructional information to the students), justification/sufficiency (providing justifiable and sufficient accounts for the classroom rules, behaviors, and decisions), caring (attending to the students' needs, concerns, feelings, and rights), truthfulness (making efforts to be considered a reliable, honest, and truthful teacher by the students), propriety (acting with decorum toward students), and respect (respecting the students' face, identity, and being as a whole; Rasooli et al, 2019a).…”

“…Accordingly, for the first time, in the language education domain, Estaji and Zhaleh (2021a) introduced the three-level conceptualization of classroom justice (i.e., dimensions, principle, and domains). For instance, in the domain of assessment, teachers can enact the international justice dimension by communicating respectfully (the respect principle) with the students during a test, employ the procedural justice dimension by applying test procedures equally for all (the consistency principle), and realizing the distributive justice dimension by distributing test scores that truly represent the students' efforts and performance (the equity principle; Sonnleitner and Kovacs, 2020;Wallace and Qin, 2021).…”

“…Despite the desideratum for maintaining classroom justice in the spheres of general as well as L2 education, many students around the globe report suffering from their teachers' unjust behaviour (Čiuladienė and Račelytė, 2016;Chory et al, 2017;Rasooli et al, 2019a). To facilitate the teachers' just practices, some researchers have advocated that explicit instruction on justice should be the integral aspect of teacher education and preparation programs (Edison, 2015;Sonnleitner and Kovacs, 2020). When the teachers receive explicit instructions, which are systematic, engaging, and direct (Archer and Hughes, 2011) and gain awareness and knowledge regarding the critical tenets of classroom justice, they are more prone to develop their justice perceptions and practices in the classroom.…”

“…While the issue of teaching justice to pre-and in-service teachers has not been totally disregarded in educational research -as to date many researchers have focused on instilling the broad concept of social justice into teacher training courses and education programs (e.g., Hytten and Bettez, 2011;Lee, 2011;Dimick, 2012;Kaur, 2012;Edison, 2015;Pantić and Florian, 2015;DeMink-Carthew, 2018) -, except for the experimental studies of Sonnleitner and Kovacs (2020) and Kobs et al (2021), there is a shortage of empirical studies as for the effect of classroom justice training on the teachers' professional betterment (Sabbagh and Resh, 2016;Rasooli et al, 2019a). To address this research lacuna, this study sought to determine whether explicit instruction on the central tenets and dimensions of classroom justice, presented in the form of a four-session online training course, could enhance Iranian English as a Foreign Language (EFL) teachers' perceptions and practices of justice in the instructional context.…”

Model for the Evaluation of Teaching Competences in Teaching–Learning Situations

“…Societies 2021, 11, 56 2 of 17 that also allows them to develop skills in their students [5]. Thus, the delimitation of the so-called teaching competences is a determining factor.…”