The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy

Document Type: Research Paper


1 University of Sistan and Baluchestan

2 Language Department, IRI Amin Police University, Tehran, Iran

3 Allameh Tabataba'i University


This study aimed at investigating the Iranian EFL teachers’ perceptions of critical pedagogy values in teaching English with an emphasis on gender and teaching experience. For that end, a 33-item Likert-type questionnaire was developed. The researcher-made instrument was administered to 102 EFL teachers teaching English in language schools in Qom, Iran. The internal consistency of the instrument was calculated through using Cronbach Alpha. It showed a high reliability (α=.88). The data was subjected to non-parametric Mann Whitney U test to check any potential significant difference between the levels of CP perceptions in the male and female EFL teachers. The results revealed that there was not a significant difference between genders in all items except item1 (p=.021), item18 (p=.017), item19 (p=.008), item 20 (p=.004), item28 (p=.000) and item 31 (p=.03) since the p value for these items was less than .05 (Pallant, 2005). The Kruskal Wallis test was also run to investigate if there were any differences in CP perceptions across four levels of language teaching experience. The test statistics revealed no statistically significant difference in levels of CP perception across four groups of EFL teachers in all items except item 18 (p=.034), 19(p=.025), 31(p=.01) and 32(p=.027) which were significant since the p value for them was less than .05 (Pallant, 2005). Then, the results of the study are discussed and some implications are presented.


Article Title [Persian]

نقش جنسیت و تجربه تدریس در برداشت معلمان ایرانی زبان انگلیسی از آموزش و پرورش انتقادی

Authors [Persian]

  • عبدالله سارانی 1
  • رسول نجارباغسیاه 2
  • محمد ناصر واعظی 3
Abstract [Persian]

این مطالعه با هدف بررسی برداشت معلمان زبان انگلیسی (بعنوان زبان خارجی) از ارزشهای آموزش و پرورش انتقادی در آموزش زبان انگلیسی و با تأکید بر جنسیت و تجربه تدریس این معلمان انجام شده است. برای این منظور ، یک پرسشنامه 33 گویه ای از نوع طیف لیکرت تهیه شد. این پرسشنامه پژوهشگرساخت، بر روی 102 معلم زبان انگلیسی که در مدارس زبان در قم ، تدریس داشتند اجرا شد. روایی پرسشنامه با استفاده از آلفای کرونباخ محاسبه و تایید شد (88/=آلفا).
برای بررسی تفاوت معنی داری بین سطح برداشت معلمان زبان انگلیسی مرد و زن از آموزش و پرورش انتقادی، داده ها از طریق آزمون غیر پارامتریک مَن‌ویتنی مورد سنجش قرار گرفتند. نتایج نشان داد که تفاوت معنی داری بین جنسیت و آموزش و پرورش انتقادی وجود ندارد؛ هرچند در برخی از گویه ها (1، 18، 20، 19، و 28) این تفاوت معنادار دیده میشود. برای بررسی تفاوت معنادار تجربه تدریس بر برداشت معلمان زبان انگلیسی از آموزش و پرورش انتقادی از آزمون کروسکال والاس استفاده شد. نتایج آزمون هیچ اختلاف آماری معنی داری را در مورد رابطه تجربه تدریس بر برداشت معلمان زبان انگلیسی از آموزش و پرورش انتقادی (به جز گویه های 18، 19، و 32) نشان نداد. این نتایج در مقاله مورد بحث قرار گرفته و کاربردهای آن احصا شده اند.

Keywords [Persian]

  • آموزش و پرورش انتقادی
  • تجربه تدریس
  • زبانشناسی کاربردی انتقادی
  • سواد انتقادی
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