Toward an Empowering Pedagogy: Is There Room for Critical Pedagogy in Educational System of Iran?

Safari, Parvin; Pourhashemi, Mohammad Razagh

doi:10.4304/tpls.2.12.2548-2555

Cited by 16 publications

(13 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although thegovernment's educational policies and curriculahave embraced CLT as the appropriate method for improving Iranian students' language skills, this aim cannot be achieved until Iranian EFL teacherspossess the essential skills, knowledge, and acceptable language competency to count on as the basis for their professional advancement and promotion of students' communicative abilities, success, and language learning (Safari &Pourhashemi, 2015;Safari &Rashidi, 2015b). Accordingly, Richards (2011) With respect to this quote, English teachers were plagued by teaching syllabi and curricula foisted on them by the higher order policy makers who did not presume the EFL teachers' lack of fluency and proficiency as an impediment to English language teaching based on principles of CLT.…”

Section: The Need For High-qualityelt Workforcementioning

confidence: 99%

Iranian EFL Teachers’ Challenges with the New ELT Program after the Reform: From Dream to Reality

Safari

Sahragard

2015

KJHSS

Self Cite

View full text Add to dashboard Cite

There is no doubt concerning the interdependence of educational progress with human development, socio-economic growth, greater opportunities, welfare, and political stability. Hence,for further development and growth of education,transformations and reforms in curriculum are required to reflect the latest changes in theories and praxis of the modern world (Fterniati, 2006). In Iran, due to the inadequacy of the preceding ELT education policies in developing students’ communicative skills and capabilities, a reform occurred in the ELT program as new communicative based textbooks entitled as “English for School Series” and CLT pedagogywere introduced into the context of public schools. However, implementation of the innovative curriculum was associated with different feedback from English teachers. This qualitative study is, indeed, an attempt to explore concerns, problems, and constraints that EFL teachers experienced through the revolutionary reform of the ELT education. Thus, based on stratified purposive sampling, the researchers selected 35male and female teachers of English at grades one and two of junior high schools from both urban and rural regions of Tehran, Shiraz, and Yazd, Iran.The researchers usedtranscription and codification of data gathered through semi-structured interview to find the emergent themes concerning teachers’ challenges and problems in Iran. The findings also indicated that if the new English language reform and policy turn out to be successful at the national level, the government is necessarily required to take actions towards elimination of the potential impediments which block the materialization of the new curriculum.

show abstract

Section: The Need For High-qualityelt Workforcementioning

confidence: 99%

Iranian EFL Teachers’ Challenges with the New ELT Program after the Reform: From Dream to Reality

Safari

Sahragard

2015

KJHSS

Self Cite

View full text Add to dashboard Cite

show abstract

“…The education system in Iran revolves around the lecture-based method. It consists of students as passive listeners and teachers as the only speakers (Safari & Pourhashemi. 2012) who presented the lectures.…”

Section: The Education System In Iran and The Approach Of The Architementioning

confidence: 99%

Recycled- Bottle Arch as a Prototype to Practice Sustainability Through PBL

Taraz¹,

Haghi²,

Mansouri³

et al. 2020

MySE

View full text Add to dashboard Cite

This paper is a brief description of attempts of high school students during their experience to gain knowledge about environmental sustainability through an architectural project in Iran. Students are concerned with the waste materials produced by households and tried to draw the other students' attention to this issue with their project. Waste milk bottles were used as the primary material of their final project. The result of the project is a 150-centimeter-high and 160-centimeter-span arch, which had been constructed with the use of used milk bottles. © 2020MySE, FSPU, UiTM Perak, All rights reserved

show abstract

“…Several studies scrutinized teachers' awareness of CP (Sadeghi & Ketab, 2009;Safari & Pourhashemi, 2012;Byean, 2011;& Baladi, 2007). The majority of these studies revealed that many ELT teachers are not aware of CP as an approach that can be used in ELT.…”

Section: Elt Teachers' Awareness and Attitudes Towards Cpmentioning

confidence: 99%

“…Noroozi Siam and Soozandehfar (2011), Aliakbari and Allahmoradi (2012), Safari and Pourhashemi (2012) and Sahragard, Razmjoo and Baharloo (2014) surveyed the Iranian teachers' attitudes towards CP and its practicality in the educational system. The results showed that teachers were in full agreement with and approved of CP.…”

Section: Elt Teachers' Awareness and Attitudes Towards Cpmentioning

confidence: 99%

Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

Riyami¹,

Issa

2018

KJHSS

View full text Add to dashboard Cite

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

show abstract

Toward an Empowering Pedagogy: Is There Room for Critical Pedagogy in Educational System of Iran?

Cited by 16 publications

References 19 publications

Iranian EFL Teachers’ Challenges with the New ELT Program after the Reform: From Dream to Reality

Iranian EFL Teachers’ Challenges with the New ELT Program after the Reform: From Dream to Reality

Recycled- Bottle Arch as a Prototype to Practice Sustainability Through PBL

Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

Contact Info

Product

Resources

About