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Iranian EFL Teachers’ Attitudes towards the Application of Critical Pedagogy

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Thesis for Receiving (M.A.) Degree in TEFL

Iranian EFL Teachers’ Attitudes towards the Application of Critical Pedagogy

ABSTRACT

Critical pedagogy is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In critical pedagogy classrooms, teachers provide best opportunities of exchange of ideas. As a result, both teacher and student learn together; they all learn from each other. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. The collected data was then analyzed to find the EFL teachers’ attitudes towards the application of critical pedagogy and the relationship between the variables. Statistical procedures, namely, descriptive statistics, independent samples t-test, and two-way ANOVA were applied. The findings of the study revealed that the Iranian EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between Iranian EFL novice and experienced teachers’ attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher’s academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.

دسته: زبان خارجه, زبان خارجه برچسب: Iranian EFL Teachers' Attitudes towards the Application of Critical Pedagogy

توضیحات

TABLE OF CONTENTS:

Contents Page

ABSTRACT. 1

CHAPTER ONE: INTRODUCTION.. 2

1.0 Introduction. 2

1.1 Preliminaries. 2

1.2 Statement of the Problem.. 4

1.3 Significance of the Study. 4

1.4 Objectives of the Study. 5

1.5 Research Questions. 5

1.6 Research Hypotheses. 5

1.7 Outline of the Study. 5

1.8 Definition of Key Terms. 6

1.8.1 Critical Pedagogy. 6

1.8.2 Teachers’ Attitudes. 7

1.8.3 Novice teacher 8

1.8.4 Experienced teacher 8

CHAPTER TWO: LITERATURE REVIEW… 10

2.0 Introduction. 10

2.1 The history of CP. 10

2.2 Banking model of education vs. problem posing education. 14

2.3 CP as connecting word to world. 15

2.4 Principles of CP. 17

2.5 Students’ role in CP. 22

2.6 Teachers’ roles in CP. 23

2.7 Critical Pedagogy in EFL context 27

CHAPTER THREE: METHODOLOGY.. 29

3.0 Introduction. 29

3.1 Participants. 29

3.2 Instrument 30

3.2.1 The Critical Pedagogy Questionnaire. 30

3.2.2 Demographic information. 30

3.3 Procedures. 31

3.3.1 Data Collection Procedures. 31

3.3.2 Data Analysis Procedures. 31

CHAPTER FOUR: RESULTS AND DISCUSSION.. 33

4.0 Introduction. 33

4.1 Factor analysis. 33

4.2 Descriptive statistics and graphs on teachers’ attitudes towards the application of CP. 34

4.3 Inferential statistics. 36

4.3.1 Inferential statistics on the whole questionnaire. 37

4.3.2 Inferential statistics on different factors. 38

4.3.3 Inferential statistics related to novice and experienced teachers. 42

4.4 Discussion. 43

CHAPTER FIVE: SUMMARY AND CONCLUSIONS. 45

5.0 Introduction. 45

5.1 Summary. 45

5.2 Conclusion. 46

5.3 Pedagogical implications. 47

5.4 Prospects for further research. 48

5.5 Limitations of the Study. 48

REFERENCES. 49

Appendices. 58

Appendix A.. 58

Appendix B.. 61

List of Tables

Table Page

Table 3. 1 Demographic information about theparticipants in both phases. 30

Table 3.2. Reliability statistics for all the items. 30

Table 3.3 Reliability statistics for remaining items. 31

Table 4.1. Descriptive statistics on all factors of the questionnaire. 34

Table 4.2. Descriptive statistics on the whole questionnaire based on teachers’ experience and education 35

Table 4.3. Tests of between-subjects effects on the whole questionnaire. 37

Table: 4.4. Multiple comparisons according to teaching experience. 37

Table: 4.5. Tests of between-subjects effects for Factor 1. 38

Table: 4.6. Descriptive Statistics for Factor 1 based on teachers’ experience. 38

Table: 4.7. Tests of Between-Subjects Effects for Factor 2. 39

Table: 4.8. Tests of Between-Subjects Effects for Factor 3. 39

Table: 4.9. Tests of Between-Subjects Effects for Factor 4. 40

Table 4.10. Tests of Between-Subjects Effects for Factor 5. 40

Table: 4.11. Tests of Between-Subjects Effects for Factor 6. 41

Table 4.12. t-test related to novice and experienced teachers. 42

Table 4.13 Descriptive statistics related to novice and experienced teacher in Factor 6. 43

List of Figures

Figures Page

Figure 4. 1. Scale based on Mohammadi (1383, 2004) 34

Figure 4.2. Teachers’ attitudes towards CP based on their experience and education. 36

امتیاز 0 از 5 از 0 دیدگاه

قیمت اصلی 35,000 تومان بود.قیمت فعلی 21,000 تومان است.

تاریخ ایجاد دی 6, 1399
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