A Qualitative Study on Iranian EFL Teachers’ Perceptions of Critical Pedagogy-Based Teacher Effectiveness
محورهای موضوعی : 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.
کلید واژه: Critical Pedagogy, Banking Education, Effective Teachers, Teacher Effectiveness,
چکیده مقاله :
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.
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.
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