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دوره 15، شماره 3 - ( 1403 )
جلد 15 شماره 3 صفحات 223-195 |
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Salimi E A, Najjarpour M. Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context. LRR 2024; 15 (3) :195-223
URL: http://lrr.modares.ac.ir/article-14-58046-fa.html
URL: http://lrr.modares.ac.ir/article-14-58046-fa.html
Salimi Esmaeel Ali، Najjarpour Mona. Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context. جستارهای زبانی. 1403; 15 (3) :195-223
1- Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran ، easalimi@atu.ac.ir
2- PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
2- PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
چکیده: (1934 مشاهده)
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
واژههای کلیدی: critical pedagogy، critical pedagogical classroom practices، EFL context، grounded theory، language teacher education
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