چکیده:
The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers‟ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation. The instruments adopted for data collection purposes included the CP Questionnaire developed by Pishvaei and Kasaian (2013) and the RT Inventory developed by Akbari, Behzadpour and Dadvand (2010) which were validated through pilot-testing and factor analysis. Then, the CP Classroom Observation Checklist, was developed by the researchers and was viewed by an expert. The results of one-way ANOVA showed that there were significant differences among the three groups of university, school, and language institute EFL teachers regarding CP perception. Also, the results of Pearson correlation showed a significant relationship between participants' perception of CP and RT. Moreover, the results of Factorial ANOVA indicated that gender and teaching experience did not significantly differentiate the participants concerning CP perception; however, academic degree did so. Furthermore, the results of Independent Samples t-test revealed significant differences between the participants' reported perception of CP and their actual classroom implementation of it. The findings of the study might imply that English teachers should be equipped with the knowledge of how to put CP into practice in actual classroom settings in addition to the propositional knowledge of the concept
خلاصه ماشینی:
Hassan Soodmand Afshar 1*, Shadi Donyaie 2 1 Associate Professor Department of English Language, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran 2 PhD candidate Department of English Language, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran Received: 2018/08/09 Accepted: 2018/11/03 Abstract: The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, and teaching experience on teachers‟ perceptions of CP, the possible differences among the three groups of teachers of universities, public schools and private language institutes regarding their perception of CP and also the possible difference between the reported CP perception of teachers and their actual classroom implementation.
The findings of the third research question of the study showed, neither gender nor teaching experience differentiated Iranian EFL teachers in terms of their perception of CP; however, academic degree did significantly so.
The results of the last research question of the study showed that, overall, there were significant differences between the reported CP perception of Iranian EFL teachers and their actual classroom implementation of it as observed by the researchers.
Therefore, the findings of the study could imply that foreign language education policymakers and curriculum developers in general and EFL teachers in particular be trained in how to implement the tenets of CP in the actual classroom environment and to become acquainted with incorporating different aspects of the outside society in the classroom, curricula and the course books as second language education requires us to understand our educational practice in the broader social, cultural and political terms (Pennycook, 1990).