A Qualitative Study on Iranian EFL Teachers’ Perceptions of Critical Pedagogy-Based Teacher Effectiveness

Subject Areas : Journal of Studies in Learning and Teaching English

Shiva Ghorbani ¹ , Shahram Afraz ² , Neda Fatehi Rad ³ , Fazlolah Samimi ⁴

1 - Ph.D. Candidate, Department of English Language, Qeshm Branch,Islamic Azad University, Qeshm, Iran.
2 - Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran.
4 - Department of English Language, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

Received: 2024-05-16 Accepted : 2024-06-18 Published : 2024-06-26

Keywords: Critical Pedagogy, Banking Education, Effective Teachers, Teacher Effectiveness,

Abstract :

One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers.

References:

Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.), 10(39), 71-108.
Adams, J. (2004). Room 13 and the contemporary practice of artist-learners. Studies in Art Education, 47(1), 23-33. http://dx.doi.org/10.1080/00393541.2005.11652811
Ahmadian, M., & Erfan Rad, S. (2014). Postmethod era and globalized language curriculum development: A fresh burden on language teachers. Journal of Language Teaching and Research, 5(3), 592-598. http://dx.doi.org/10.4304/jltr.5.3.592-598
Ahmed, M. (2003). Professional difficulties facing secondary school English language teachers and its effect in classroom performance in Northern governorates of Palestine. [Unpublished master thesis, Al Najah National University]. ProQuest Dissertations and Theses Global.
Aikman, S., & Unterhalter, E., Eds. (2007). Practicing gender equality in education. Oxfam GB.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Harcourt Brace College Publishers.
Brosio, R. (2000). Philosophical scaffolding for the construction of critical democratic education. Peter Lang.
Capper, C. (1993). Educational administration in a pluralistic society: A multiparadigm approach. In C. Capper (Ed.), Educational administration in a pluralistic society (pp. 7-35). SUNY Press.
Colombo, M. (2013). Pluralism in education and implications for analysis. Italian Journal of Sociology of Education, 5(2), 1-16. https://doi.org/10.14658/PUPJ-IJSE-2013-2-1
Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H-J., & Reich, H.H. (2015). Pluralistic approaches to language in the curriculum: the case of French speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127. https://doi.org/10.1080/14790718.2014.948877
Enyew, S., & Melesse, Ch. (2018). The integration of multiculturalism into the Ethiopian universities’ environment. Research in Pedagogy, 1, 52-62. http://dx.doi.org/10.17810/2015.70
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Freire, P. (1993). Pedagogy of the oppressed. The Continuum International Publishing Group Inc.
Gao, P. P., Nagel, A., & Biedermann, H. (2020). Categorization of educational technologies as related to pedagogical practices. In K. Tirri, & A. Toom (Eds.), Pedagogy in basic and higher education: Current developments and challenges (pp. 167-182). IntechOpen.
Giroux, H.A. (2010). Social education in the classroom: The dynamics of the hidden curriculum. In H. Giroux & D. Purpel (Eds.), The hidden curriculum and moral education (pp. 100–121.) McCutchan Publishing Corporation.
Gollnick, D. M., & Chinn, P. C. (2002). Multicultural education in a pluralistic society (6th ed.). Merrill.
Honnett, A. (1992). Kampf um anerkennung. Suhrkamp Verlag.
Larson, K.R. (2014). Critical pedagogy(ies) for ELT in Indonesia. TEFLIN Journal, 25(1), 122-138. https://doi.org/10.15639/teflinjournal.v25i1/122-138
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of education. Educational Theory, 4, 431-462. https://doi.org/10.1111/j.1741-5446.1998.00431.x
Mohammadi, Sh., Kamal Kharazi, S.A.N., Kazemifard, M., & Pourkarim, J. (2016). Proposing a model for multicultural education in higher education: Investigating experts’ opinions in Iran. Journal of Research in Teaching, 4(1), 65-91.
Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.
Navidinia, H., Kiani, G., Akbari, R., & Ghaffar Samar, R. (2014). EFL teacher performance evaluation in Iranian high schools: Examining the effectiveness of the status quo and setting the groundwork for developing an alternative model. The International Journal of Humanities, 21(4), 27-53.
Parker, J. L. (2019). Multicultural education as a framework for educating English language learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22-35. https://doi.org/10.32674/jimphe.v4i1.1404
Rahimi, A., Kushki, A., Ansaripour, E., & Maki, A. (2015). Critical pedagogy and materials development; content selection and gradation. Educational Policy Analysis and Strategic Research, 10(1), 24-38.
Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57-82. https://doi.org/10.30466/ijltr.2015.20402
Rahimi, M., & Nabilou, Z. (2011). Iranian EFL teachers’ effectiveness of instructional behavior in public and private high schools. Asia Pacific Education Review, 12(1), 67-78. http://doi.org/10.1007/s12564-010-9111-3
Richards, J. C. (2001). Approaches and methods in language teaching. Cambridge University Press.
Roohani, A., Hashemian, M., & Haghparast, Sh. (2016). Validating a context-specific teacher critical pedagogy questionnaire. International Journal of Research Studies in Language Learning, 5(4), 3-12. https://doi.org/10.5861/ijrsll.2015.1313
Sadeghi, A.R. (2012). Characteristics and necessities of developing a multicultural curriculum in Iran. Cultural Strategy, 18, 93-121.
Sezer, K., Hasan, A., & Fezile, O. (2019). Effects of the gamification-supported flipped-classroom model on the attitudes and opinions regarding game-coding education. iJET, 13(1),109–123. https://doi.org/10.3991/ijet.v13i01.7634
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective teaching: The case of gender and level of experience. Research in English Language Pedagogy, 3(2), 30-43.
Subrahmanian, R. (2005). Scaling up good practices in girls’ education. UNESCO.
Taylor, C. (1992). The politics of recognition. Princeton University press.
Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2015). Pre-service teachers’ perceptions toward multicultural education and teaching of culturally and linguistically diverse learners. Multicultural Education, 23(3/4), 42-48. https://doi.org/10.31686/ijier.vol3.iss9.434
Unterhalter, E. (2007). Global values and gender equality in education: Needs, rights and capabilities. In S. Fennell & M. Arnot (Eds.), Gender education and equality in a global context: Conceptual frameworks and policy perspectives (pp. 19-34). Routledge.
Vogt, W. (1984). Developing a teacher evaluation system. Spectrum, 2 (1), 41-46.
Wei, K. (2018). The misconstruction of the postmodern curriculum at the beginning of the 21st century in mainland China: From the perspectives of curriculum culture. Journal of Literature and Art Studies, 8(12), 1732-1746. https://doi.org/10.17265/2159-5836/2018.12.014
White, R. E., Cooper, K., & Mackey, W. (2014). Culturally relevant education and critical pedagogy: Devolution of hierarchies of power. Revista Internacional de Educación para la Justicia Social (RIEJS), 3(2), 123-140.
Wilson, D. (2003). Human rights promoting gender equality in and through education, Background paper for EFA global monitoring report 2003/04. UNESCO.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International Journal of Foreign Language Teaching and Research, 4(14), 69-88.
Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6(1),31-49. https://doi.org/10.30479/jmrels.2019.10021.1265