عنوان مقاله:

نویسندگان:

Farkhonde Karami

Knowledge and Practice of Critical Pedagogy among Iranians EFL Teachers Zia Tajeddin Professor of Applied Linguistics, Tarbiat Modares University, Iran Farkhonde Karami Ph.D. Candidate of TEFL, Allameh Tabataba’i University, Iran Abstract Critical pedagogy (CP) is based on the assumptions that every society should provide equal opportunities for its members. With the development of CP and its principles, and its focus on teachers and learners as critical agents and critical thinkers, there is a need for investigating CP among teachers. To address this need, this study sought to investigate Iranian English institute teachers’ knowledge about CP and its principles and whether these teachers follow CP principles in their classrooms. To this end, 30 male and female teachers selected through convenient sampling from two private institutes participated in the study. In the quantitative phase, they filled out a critical pedagogy questionnaire. To triangulate the data, a semi-structured interview was conducted with five high-indexed teachers based on their knowledge of CP. Data analysis showed that the majority of the participants agreed on the main principles of CP. Despite teachers’ agreement and approval of CP and its principles, they acknowledged that they did not use CP and its principles in their classroom instruction because the top-down, non-critical education and pre-determined syllabus did not allow them to create a space for CP-based language education. The results of this study can encourage policy makers in Iran to revisit their educational policies to help language teachers include CP principles in their syllabus. Keywords: critical theory, critical pedagogy (CP), EFL teachers

Keywords: critical theory, critical pedagogy (CP), EFL teachers

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Karami، Farkhonde، 1398، Knowledge and Practice of Critical Pedagogy among Iranians EFL Teachers، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505994