Perspectives on Critical Pedagogy and Materials Development: Psychometric Properties of a Critical Pedagogy-based Materials Development Scale
الموضوعات : Journal of Studies in Learning and Teaching English
Elham Tabatabaei
1
(Department of English Language ,Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Bavali
2
(Department of Foreign Languages, Shiraz branch, Islamic Azad University, Shiraz, Iran)
Leila Akbarpour
3
(Department of English Language. Islamic Azad University, Shiraz Branch, Iran)
الکلمات المفتاحية: Confirmatory factor analysis, Exploratory factor analysis (EFA), EFL Materials,
ملخص المقالة :
As a transformative approach, Critical Pedagogy (CP) explores the dialogic relationship between teaching and learning. As steps toward materializing the tenets of Critical Pedagogy (CP), the present study aimed at obtaining pieces of evidence for identifying instructors’ and teachers’ perspectives on a newly developed Critical Pedagogy (CP) based materials development scale in an EFL context to assess the validity and reliability of the newly developed scale. In doing so, 356 EFL instructors and teachers from different educational contexts in Iran were selected through availability sampling. To determine the validity and reliability of the scale, a quantitative study using a survey-correlational design was employed. The instrument used for data collection was the scale already developed for Critical Pedagogy (CP)-based materials development in a previously conducted study by the same researchers of the present study. To analyze the data, SPSS and AMOS 26 were employed using Exploratory and Confirmatory factor analysis, along with Cronbach’s Alpha test. The outcomes provided evidence that supported the validity and reliability of the developed scale. It was concluded that the already-constructed scale based on Critical Pedagogy (CP) tenets could be applied to the EFL materials. The outcomes can be beneficial by notifying the EFL teachers, materials developers, and researchers that education is a two-way process in which teachers and learners cooperate with each other to create efficient educational contexts. This scale is the representative of the macro-level of society and micro-level of classroom language skills leading to social transformation.
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