Esmaeel Ali Salimi; Mona Najjarpour
Abstract
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-awareness competence as the ability to realistically assess one's emotions, values, and skills. Utilizing ...
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The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-awareness competence as the ability to realistically assess one's emotions, values, and skills. Utilizing this definition as a theoretical framework, this qualitative study aimed to explore EFL teachers' perceptions and strategies regarding self-awareness competence in the classroom. To accomplish this goal, 19 EFL teachers from Iran were recruited through convenience sampling and took part in one semi-structured written interview and four focus group interviews to exchange their perspectives and strategies for developing their self-awareness competence. Adopting the routine analytical steps in grounded theory, i.e., open, axial, and selective coding, the study identified three key components for the participants’ self-awareness perceptions: knowing one’s emotions, having a growth mindset, and having a realistic sense of self-perception. The participants also outlined two primary categories of self-reflection strategies - practical and cognitive - to enhance their self-awareness competence. It was found that reflective practices were essential tools for cultivating the self-awareness competence of EFL teachers. Additionally, the study unveiled that EFL teachers' attitudes and strategies towards self-awareness competence were harmonious. Ultimately, the findings demonstrated promising prospects for future EFL teachers to enhance their personalized reflective strategies.
