Exploring Iranian EFL Learners’ Perceptions of Critical Pedagogy-Based Teacher Effectiveness
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
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, English Language Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Assistant Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
4 - Assistant Professor, 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 :
Teacher education in Iran has not been reactive to critical pedagogy and stuck to traditional thinking lines. To address this problem, this study aimed to explore Iranian EFL learners’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a basic interpretive design was used. The participants included thirty Iranian EFL learners (15 males and 15 females) who were selected through convenience sampling from among different state and Azad universities in Iran. To collect the data, a semi-structured interview was used. To analyze the data, open, axial, and selective coding were used. According to the results, the following themes were extracted: 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, teacher education instructors, and researchers.
Teacher education in Iran has not been reactive to critical pedagogy and stuck to traditional thinking lines. To address this problem, this study aimed to explore Iranian EFL learners’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a basic interpretive design was used. The participants included thirty Iranian EFL learners (15 males and 15 females) who were selected through convenience sampling from among different state and Azad universities in Iran. To collect the data, a semi-structured interview was used. To analyze the data, open, axial, and selective coding were used. According to the results, the following themes were extracted: 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, teacher education instructors, and researchers.
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