On Iranian EFL Practicing High School Teachers, Institute Teachers and Farhangian University Student Teachers' Critical Pedagogic Attitudes

سال انتشار: 1395
محل انتشار: اولین کنفرانس کشوری روند فعلی وجهت گیری های آینده آموزش زبان انگلیسی در مدارس ایران
کد COI اختصاصی: ELTMAZAN01_017
زبان مقاله: انگلیسی
تعداد مشاهده: 982

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نویسندگان

seyed ahmad Kasaian

Assistant Professor, Department of English Language, Mazandaran Farhangian, Sari, Iran

Maryam Pezeshki

Ph.D. in TEFL, Alameh Tabatabaee University, Tehran, Iran

omid heydari rostami

Student of English Teaching, Mazandaran Farhangian University, Dr. Shariati Campus, Sari, Iran

morteza Abdollahpour

Student of English Teaching, Mazandaran Farhangian University, Dr. Shariati Campus, Sari, Iran

چکیده

As the scope of educational activities has changed to include the ideological, political, and social aspects of the learners, critical thinking has gained momentum in the field of ELT. Although EFL teachers and their attitudes play an important role in any educational context, few attempts have been made to investigate those critical attitudes. To this aim, the present study was an attempt to investigate whether the three groups of participant teachers, i.e. practicing high school teachers, private institute teachers, and Farhangian university student teachers, had critical attitudes towards the ELT industry and also to see if there were any differences among these three groups. To test the hypotheses, three One-Sample t Tests were conducted to compare teachers’ critical attitudes to the criterion threshold level of criticality. Results revealed all the three groups had significantly lower means than the expected criterion value. Results of the one way ANOVA revealed no significant difference among the three groups regarding their critical attitudes. The implications for teachers and teacher educators are discussed in the paper

کلیدواژه ها

critical thinking, critical pedagogy, critical attitudes

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