Showing 5 results for Critical Pedagogy
Volume 0, Issue 0 (2-2024)
Abstract
Although critical pedagogy (CP) is a worthwhile approach to education, not much attention has been paid to its application in online courses. Acknowledging its pivotal role, this study intended to investigate Iranian EFL teachers’ awareness of CP and explore the possible effects of teaching experience on their awareness of CP via a CP questionnaire and a semi-structured interview. Furthermore, to evaluate teachers’ actual classroom application of CP, online EFL classes were observed. The results indicated that teachers’ awareness of the significance of CP principles did not help them fully implement the principles in their online teaching practices. A significant relationship between teaching experience and some subscales of CP principles was also found. The findings of this study can offer some implications for English teachers in the post-method era to rethink their previous critical views towards English language teaching and their roles as facilitators.
Volume 0, Issue 0 (2-2024)
Abstract
Despite extensive research on factors influencing Critical Pedagogy (CP) from a positive psychology perspective, the interplay between Emotion Regulation (ER), Psychological Well-Being (PWB), and Cultural Identity (CI) remains underexplored among Iranian English as a Foreign Language (EFL) teachers. This study investigates the mediating role of CI in a novel model linking ER to PWB, with CP as the dependent variable. It addresses how these variables contribute to advocating for social justice in Eastern educational contexts. Using the quantitative design and Path Analysis (PA), 243 Iranian EFL teachers completed four electronic questionnaires: the CP scale (Roohani & Haghparast, 2020), the CI scale (Taheri, 2013), the PWB scale (Dagenais-Desmarais & Savoi, 2012), and the ER Sscale (Gross & John, 2003). Data analysis via AMOS 26 software revealed strong fit indices indicating robust model fit. Findings indicated that CI partially mediated the relationship between PWB and CP. Both direct (ER to CP) and indirect (PWB to CI to CP) effects were significant, contributing to a significant total effect of ER on CP. It is implied that integrating CI into teacher development programs can promote CP globally by enhancing educators' emotional resilience and commitment to social justice initiatives. This approach supports policymakers seeking inclusive learning environments that advocate for equity in diverse settings.
Volume 15, Issue 3 (11-2024)
Abstract
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
Narges Sardabi, Reza Biria, Ahmad Ameri Golestan,
Volume 25, Issue 3 (6-2018)
Abstract
Transmission-based teacher education programs have mostly dominated the field of teaching English as a foreign language. Considering the prominent position of critical pedagogical principles in prospective teachers’ perceptions of their professional roles and responsibilities, there is a need for detailed investigations of teacher education programs informed by the tenets of critical pedagogy in prospective teachers’ professional identity. There has been a paucity of research that addresses the impact of such programs on prospective teachers’ professional identity in an EFL context; therefore, this study intends to address the gap. This qualitative study was conducted to examine the role of a critical-informed teacher education program in influencing prospective EFL teachers’ professional identity construction. Participants were 19 prospective teachers whose process of professional identity construction were analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed three major shifts in prospective teachers’ professional identity: “from a student’s voice to a teacher’s voice”, “from an uncritical attitude to developing agency”, “from a narrow view of ELT to a broad view”. To foster critical ideas in EFL prospective teachers, the study recommends the use of dialogic discussions and written reflective tasks in teacher education programs.
Davoud Padiz, Saeed Ketabi, Zahra Amirian,
Volume 26, Issue 4 (12-2019)
Abstract
As a new shift in the ELT field, critical pedagogy (CP) originated from Freirean philosophy. It aims at raising both teachers and learners’ awareness towards the instrumental view of ELT and its superficial neutrality. Despite the recent growth of CP in Iran, it is unknown whether or not CP is supported and practiced in the teacher development process of Iranian universities. Moreover, to the best of the researchers’ knowledge, an appropriate questionnaire dealing with such a concept has not been developed yet. The present study, therefore, aimed at developing and validating a CP-oriented scale to be used in ELT education system in Iran. To validate this instrument, 150 EFL teachers and students from three universities of Iran were selected through convenience sampling. The researchers employed exploratory and confirmatory factor analyses. The results indicated an acceptable level of internal consistency and satisfactory construct validity. This measure can be helpful for those who support practicalizing CP tenets in the field of ELT, in general and in teacher development process, in particular.
