چکیده:
The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.
خلاصه ماشینی:
"The preset study utilized a critical pedagogy attitude interview (CPAI) to probe the obstacles Iranian EFL university instructors encounter toward implementing the principles of CP in Iran.
More specifically, the questions sought EFL university instructors' attitudes in the following aspects: (a) educational objectives, (b) the role of the teacher, (c) the role of students and their interaction, (d) the role of curriculum developers in materials preparation, and (e) the place of CP in Iran.
Excepts and Emerging Problems at Macro level No. Excerpts Emerging problems 1 -Using a uniform text book for all students -Dictating preplanned decision to teachers Centralized planning system 2 -Cultivating the culture of dialogue and negotiation at national level Macro planning and national -Training teachers and holding national and international conferences on critical perspectives in education willpower 3 -Implementing negotiated syllabus -Culture bound nature of CP Curriculum and syllabus 4 -Providing no room for teachers due to rigid rules and frameworks for evaluation System of evaluation In addition to the external factors, the coding process in inductive analysis revealed a number of internal obstacles.
among the factors reported by them in face to face semi- structure interviews, they unanimously blame top down policy, centralized educational system, authoritarian nature of schools, solid syllabus and curriculum, obligatory standard tests, limit class time, large class size, and the traditional ways of thinking as the main obstacles for implementing CLP in EFL teaching and learning context in Iran."