Development and Validation of a Critical Language Pedagogy Literacy Scale in Iranian Universities | ||
| The International Journal of Humanities | ||
| Article 6, Volume 26, Issue 4, 2019, Pages 70-84 PDF (315.34 K) | ||
| Document Type: Qualitative Research | ||
| Authors | ||
| Davoud Padiz* ; Saeed Ketabi; Zahra Amirian | ||
| University of Isfahan | ||
| Abstract | ||
| As a new shift in the ELT field, critical pedagogy (CP) originated from Freirean philosophy. It aims at raising both teachers and learners’ awareness towards the instrumental view of ELT and its superficial neutrality. Despite the recent growth of CP in Iran, it is unknown whether or not CP is supported and practiced in the teacher development process of Iranian universities. Moreover, to the best of the researchers’ knowledge, an appropriate questionnaire dealing with such a concept has not been developed yet. The present study, therefore, aimed at developing and validating a CP-oriented scale to be used in ELT education system in Iran. To validate this instrument, 150 EFL teachers and students from three universities of Iran were selected through convenience sampling. The researchers employed exploratory and confirmatory factor analyses. The results indicated an acceptable level of internal consistency and satisfactory construct validity. This measure can be helpful for those who support practicalizing CP tenets in the field of ELT, in general and in teacher development process, in particular. | ||
| Keywords | ||
| critical pedagogy; EFL teachers; EFL learners; Validation Study | ||
| References | ||
|
| ||
|
Statistics Article View: 108 PDF Download: 63 |
||
| Number of Journals | 45 |
| Number of Issues | 2,171 |
| Number of Articles | 24,674 |
| Article View | 24,459,391 |
| PDF Download | 17,559,464 |