Abstract:This research aims at identifying the extent to which principles of critical pedagogy guide Serbian EFL teachers’ decisions related to the course, the materials, the syllabus and the roles they assume in the classroom. To that end, a total of 116 EFL teachers completed the Context-Specific Teacher Critical Pedagogy Questionnaire – CSTCPQ (Roohani, Hashemian & Haghparast 2016). The goal of the analysis is to determine whether the teachers’ philosophical orientation, their gender, level of education, years o… Show more
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