Zahra Sabaghzade; Neda Fatehi Rad; Leila Anjomshoa
Abstract
With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging ...
Read More
With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging critical thinking, fostering creativity, building community, and empowering students. This exploratory sequential mixed-methods study aimed to develop a technology-laden, critical pedagogy (CP)-based EFL teacher preparation program (TCPTPP). In order to facilitate access to the participants, time limitation, and productivity of the cost effectiveness, 100 male and female teaching-English-as-a-foreign-language (TEFL) experts and 100 male and female EFL teachers participated in the study. To collect the data, the researchers used a semistructured interview and a close-ended questionnaire. Qualitative data analysis was done via open, axial, and selective coding through constant comparative methods. Quantitative data analysis was conducted through structural equation modeling (SEM). Through using grounded theory, a TCPTPP was developed in three main categories including pedagogical, socio-cultural, and criticality-related issues, each consisting of some subcategories. Moreover, the Cronbach’s alpha (.88) revealed that both experts and teachers endorsed the developed program. The findings have implications, redefining the policies and revising the current curriculum for EFL teacher education administrators and using educational technologies with the framework of CDP for curriculum planners and educators.
Esmaeel Ali Salimi; Meysam Khazaee Kouhpar
Abstract
Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using a convenience sampling, ...
Read More
Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using a convenience sampling, investigated 64 Iranian EFL teachers’ beliefs and understanding of CP and its fundamental tenets. Furthermore, attempts were made to examine the way these teachers’ understanding of CP informed their beliefs of it. As such, a set of interviews as well as observations were conducted to capture the participants’ statements, intention, and behavior. As a result of a thorough thematic analysis, it was discovered that approximately 89 percent of the 64 EFL teachers participating in this study did not have a profound understanding of this approach. This finding can bear witness to the inefficient or insufficient pre-service teacher education. Regarding their beliefs about CP, these EFL teachers either resisted or disagreed with the fundamental tenets of CP. The findings of the present study hold much to contribute to the related literature, insofar as new doors will be opened for those whose area of interest falls within the purview of CP and student voice.
Abdullah Sarani; Rasool Najjarbaghseyah; Mohammad Nasser Vaezi
Abstract
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 ...
Read More
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.
