The Viewpoint of Iranian EFL Teachers on a Technology-Driven Critical Pedagogy-Focused Program for Preparing EFL Teachers
محورهای موضوعی : Journal of Applied Linguistics Studies
Zahra Sabaghzade
1
,
Neda Fatehi Rad
2
,
Leila Anjomshoa
3
1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Associate Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran
کلید واژه: Critical Digital Pedagogy (CDP), Teacher Education Program, Technology- based curriculum, EFL teachers ,
چکیده مقاله :
We cannot expect teachers to be effective unless there are effective teacher education programs in place. To teach students effectively, their needs and voices must be considered. This is the main component of Critical Pedagogy (CP). To that end, teachers must effectively address students' needs through educational technology, while also raising students' critical awareness to apply Critical Digital Pedagogy (CDP). The purpose of this qualitative study was to establish how ELT teachers view the CP-based EFL teacher preparation program in the Iranian context as part of a basic interpretive design. A total of thirty English teachers were selected through convenience sampling. They were university professors with TEFL doctorates and various teaching experiences. A semi-structured interview was used to collect data. The data analysis was carried out by MAXQDA. Results showed that teachers' perceptions of the English language were consistent with hypotheses about CP and the use of technology in education. The interpretation of the results shows the compatibility of CP principles with the technology. Participants recognized the valuable CP concepts in terms of using technology to design a technology-based teacher education program. Findings have implications for EFL teacher education administrators, curriculum planners, and educators.
We cannot expect teachers to be effective unless there are effective teacher education programs in place. To teach students effectively, their needs and voices must be considered. This is the main component of Critical Pedagogy (CP). To that end, teachers must effectively address students' needs through educational technology, while also raising students' critical awareness to apply Critical Digital Pedagogy (CDP). The purpose of this qualitative study was to establish how ELT teachers view the CP-based EFL teacher preparation program in the Iranian context as part of a basic interpretive design. A total of thirty English teachers were selected through convenience sampling. They were university professors with TEFL doctorates and various teaching experiences. A semi-structured interview was used to collect data. The data analysis was carried out by MAXQDA. Results showed that teachers' perceptions of the English language were consistent with hypotheses about CP and the use of technology in education. The interpretation of the results shows the compatibility of CP principles with the technology. Participants recognized the valuable CP concepts in terms of using technology to design a technology-based teacher education program. Findings have implications for EFL teacher education administrators, curriculum planners, and educators.
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