DOI: https://doi.org/10.36719/2706-6185/55/136-139
Leylan Abdinova
Azerbaijan State Pedagogical University
Master's student
https://orcid.org/0009-0006-8696-1508
abdinleylan@gmail.com
Methodical Justification of Teacher Decisions in the Teaching Process
Abstract
Throughout their professional practice, teachers frequently encounter non-routine and ambiguous situations that require decision-making. The main purpose of this study is to systematically analyze the rationale and practical logic underlying teacher activity in classroom management. The theoretical framework is explained through Symbolic Interactionism and Classical Pragmatism, while a case study approach is employed to examine the determinants shaping teachers’ behavioral models and the structure of decision-making mechanisms in situations involving disciplinary disruptions or interruptions to instruction. Empirical data were collected from video observations of three primary school teachers and semi-structured interviews based on these recordings. The findings are interpreted across six principles: students’ psychological characteristics, teacher competencies, emotional state, caring-oriented pedagogical approach, situational context, and the institutional-social environment of the school. These principles provide deeper insight into teachers’ classroom behaviors and decision-making logic. In the third part of the study, an integrative methodological paradigm is introduced, and directions for future research are discussed. This approach enables the joint analysis of teachers’ verbal and nonverbal behaviors, as well as linguistic, visual, and heart rate variability (HRV) indicators within a single model.
Keywords: educational theory, classroom management, observation-based research method