İngilizce öğretmenlerinin etkileşimli ve değerlendirici karar verme süreci: Çoklu bir vaka çalışması

This study examined the reasons behind teachers' interactive and evaluative decisions. The participants included three EFL in-service teachers working at two private English language schools located in Asian and European sides of Istanbul. This study employed the interpretive qualitative method and the data were collected through open-ended opinionnaires, semi-structured one-on-one interviews, and stimulus recalls. The three participants taught four lessons each and made 125 interactive decisions in total from which six categories emerged. These categories included teaching maxims and principles, teaching techniques, classroom management, critical incidents, no identifiable reason, and teachers' personality. The participants made only eight evaluative decisions which were inconsistent with the total number of interactive decisions identified in this study indicating teachers' resistance to change their beliefs. These eight evaluative decisions belonged only to one category which was teaching maxims and principles. The findings also showed that prior learning experiences, professional coursework, and teaching practices affected the participants' interactive decisions significantly; however, contextual factors did not play a significant role in this regard. The participants made a few interactive decisions in respect of some critical incidents which happened while the participants were teaching. This study has some implications for teachers, teacher educators, and school policy makers. Keywords: Decision-making, Evaluative decisions, Interactive decisions, Teacher cognition.