اخبار و اعلانات
آمار
| تعداد نشریات | 32 |
| تعداد شماره‌ها | 748 |
| تعداد مقالات | 7,264 |
| تعداد مشاهده مقاله | 11,989,449 |
| تعداد دریافت فایل اصل مقاله | 8,172,345 |
Illuminating the Pedagogical Odyssey: Perspectives of Iranian EFL Educators Grounded in the Principles of Critical Pedagogy | ||
| Iranian Journal of Applied Language Studies | ||
| دوره 16، شماره 2، دی 2024، صفحه 157-176 اصل مقاله (409.88 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2024.47958.2427 | ||
| نویسندگان | ||
| Hasan Soleimani* 1؛ Saeed Kheiri2؛ Saeedeh Mohammadi2؛ Malihe Aerabi1 | ||
| 1Department of TEFL, Payam-e-Noor University, Tehran, Iran | ||
| 2Department of Teaching English as a Foreign Language, Farhangian University, Tehran, Iran | ||
| چکیده | ||
| Critical Pedagogy (CP) is a prerequisite for a democratic society where pedagogy empowers teachers and learners to be both socially reasonable and knowledgeable. It is a novel and rather minimally investigated motif, being rarely noticed in the Iranian educational system. Recognizing the importance of fostering critical thinking and active engagement within educational settings, the current study intended to investigate perspectives on critical pedagogy among English as a Foreign Language (EFL) teachers with different academic degrees and language backgrounds. Following a qualitative research design, a semi-structured interview was conducted with 18 EFL teachers to provide information on their perspective of CP to identify the challenges against CP awareness and solutions towards a balanced CP. Grounded Theory (Strauss & Corbin, 1990) as a thematic analysis approach was followed for the purpose of qualitative data analysis. The results showed that although teachers were aware of the importance of critical pedagogy, they did not have the freedom to put it into practice. The findings yield implications for teachers, students, and educational systems, highlighting the need for greater emphasis on CP in the Iranian context. | ||
| کلیدواژه‌ها | ||
| critical pedagogy؛ English as a second language؛ EFL teachers’ perspectives؛ critical attitudes | ||
| مراجع | ||
|
Abdelrahim, A. T. (2007). The relationship between gender and experience in teachers’ awareness of critical pedagogy [Unpublised master’s thesis]. Tarbiat Modares University, Tehran, Iran.
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
Aliakbari, M., & Allahmoradi, N. (2012). On Iranian school teachers’ perception of the principles of critical pedagogy. International Journal of Critical Pedagogy, 4 (1), 154- 171.
Atai, M. R., & Moradi, H. (2016). Critical pedagogy in the context of Iran: Exploring English teachers’ perceptions. Applied Research on English Language, 5(2), 121-144.
Azimi, H. (2008). On the attitude of English teachers and university students in the implementation of critical pedagogy [Unpublished master’s thesis]. Tarbiat Modares University, Tehran, Iran.
Bartolomé, L. I. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31(1), 97-122.
Biesta, G. (2021). The rediscovery of teaching. Routledge.
Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY: Pearson Education.
Canagarajah, S. (2023). Decolonization as pedagogy: A praxix of becoming in ELT. ELT Journal, 77 (3), 283-293.
Craig, B. (1995). Boundary discourse and the authority of language in the secondlanguage classroom: A social-constructivist approach. In J. Alatis, C. Straehle, B. Gallenberger, & M. Ronkin (Eds.), Georgetown university round table on languages and linguistics 1995: Linguistics and the education of language teachers (pp. 40-54). Georgetown University Press.
Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555-581.
Darder, A. (2022). Freire and Education. Routledge.
Darder, A., Baltodano, M., & Torres, R. D. (2003). The critical pedagogy reader. Routledge Falmer.
Derince, Z. M. (2011). Language learning through critical pedagogy in a brave new world. International Review of Education, 57, 377–395.
Díaz, K. (2018). Paulo Freire. Internet encyclopedia of philosophy. Philpapers.
Edmondson, J., & D’Urso, A. (2014). The importance of being critical: Opening possibilities and hope in education policy study. Journal for Critical Education Policy Studies, 5(1),156-177.
Flynn, J. E., Lensmire, T. J., & Lewis, C. (2009). A critical pedagogy of race in teacher education: Response and responsibility. In S. L. Groenke & J. A. Hatch (Eds.), Critical Pedagogy and Teacher Education in the Neoliberal Era (pp. 85-98). Springer.
Freire, P. (1970). Pedagogy of the Oppressed. (1968). Trans. Myra Bergman Ramos. Herder.
Fromm, E. (1967).The heart of man: It is potential for good and for evil. Fund University Press. Giroux, H. A. (1983). Ideology, culture and the process of schooling. Temple University Press.
Giroux, H. A. (2011). On critical pedagogy. Blooms Bury Academic.
Gounari, P. (2020). Introduction to the special issue on critical pedagogies. L2 Journal, 12(2), 3-20.
Hatch, J. A., & Groenke, S. L. (2009). Issues in critical teacher education: Insights from the field. In S. L. Groenke & J. A. Hatch (Eds), Critical pedagogy and teacher education in the Neoliberal Era (pp. 63-82). Springer. https://doi.org/10.1007/978-1-4020-9588-7_5.
Hirsch, J. R. (1996). The schools we need and why we do not have them. Double Day.
Johnson, D. W., & Johnson, R. T. (2020). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 31(2), 5-22.
Kincheloe, J. L. (2004). Critical pedagogy. Peter Lang.
Kincheloe, J. L. (2008). Critical pedagogy and the knowledge wars of the twenty-first century. In K. Hayes, S. R. Steinberg & Tobin K. (Eds.), Key works in critical pedagogy (pp. 385-405). Brill.
Kitchin, R., & Tate, N. J. (2000). Conducting research into Human geography: Theory, methodology and practice. Harlow, Prentice Hall.
Kubota, R., & Lin, A. M. Y. (2020). Confronting injustice in English language teaching. Routledge.
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical pedagogy: EFL teachers’ views, experience and academic degrees. English Language Teaching, 8(6), 100-110.
Mayo, P. (1988). Pedagogy and politics in the work of Paulo Freire. Education (Malta), 4 (1), 20-28.
Moss, G. (2009). Standards, critical literature, and portfolio assessment: An integrated approach to critical pedagogical development. In S. L. Groenke & J. A. Hatch (Eds.), Critical pedagogy and teacher education in the Neoliberal Era (pp. 127-139). Springer. https://doi.org/10.1007/978-1-4020-9588-7_9.
Newmann, F. M. (1975). Education for citizen action: Challenge for secondary curriculum. Mc Cutchan Publishing Company.
Phipps, A. (2019). Decolonising multilingualism: Struggles to decreate. Multilingual Matters.
Pishghadam, R., & Mirzaee, A. (2008). English language teaching in post modern era. Journal of Teaching English Lnguage and Literature, 2(7), 89-109.
Reagan, T. G., & Osborn, T. A. (2001). The foreign language educator in society: Toward a critical pedagogy. Routledge.
Sahragard, R., & Razmjoo, S. A., & Baharloo, A. (2014). The practicality of critical pedagogy from Iranian EFL instructors, view points: A cross sectional study. International Journal of Critical Pedagogy, 5(2), 178- 193.
Scrivener, J. (1994). Learning Teaching: A guide book for language teachers. MacMillan: Heinemann.
Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(5), 235. https://doi.org/10.3390/educsci11050235
Soleimani, H. (2020). Computer assisted language learning: Theory and practice. Payame Noor University, Iran.
Soodmand Afshar, H., & Donyaie, S. (2018). English teachers’ perception of critical pedagogy: Any discrepancy between perception and actual classroom implementation?. Applied Research on English Language, 8(1), 78- 114. https://doi.org/10.22108/are.2018.112452.134.
Soodmand Afshar, H., & Zare, P. (2022). Critical pedagogy and EFL teacher education in Iran: Challenges and prospects. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
Yilmaz, K. (2009). Elementary school teachers’ views about the critical pedagogy. The Asia-Pacific Education Researcher, 18(1), 139-149.
Yang, S. (2020). Critical pedagogy for foreign-language writing. L2 Journal, 12(2), 110-127.
| ||
|
آمار تعداد مشاهده مقاله: 310 تعداد دریافت فایل اصل مقاله: 257 |
||