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Relationship Between Critical Pedagogy and Reflective Thinking with L2 Teachers’ Pedagogical Success

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.1 (2020.03)바로가기
  • 페이지
    pp.105-123
  • 저자
    Ali Roohani, Shahrzad Haghparast
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A372121

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원문정보

초록

영어
This study first sought to develop a survey (Teacher Critical Pedagogy, TCP) to evaluate L2 teachers’ degree of critical pedagogy. Second, it investigated the relationship between L2 teachers’ degree of critical pedagogy and reflective thinking with their pedagogical success. Third, it explored the extent to which teachers’ critical pedagogy and reflective thinking contributed to their pedagogical success. To these ends, factor analysis with the data collected from a sample of 397 Iranian EFL teachers was used through AMOS software to confirm the validity of the critical pedagogy questionnaire. Then, validated version of TCP, Kember, Leung, Jones, and Loke’s (2000) Reflective Thinking for Teachers, and Moafian and Pishghadam’s (2009) Characteristics of Successful Teachers questionnaires were administered to a sample of 53 EFL teachers and 503 EFL students in language institutes in Isfahan, Iran, to assess the teachers’ critical pedagogy and reflective thinking as well as their pedagogical success as evaluated by their students. Correlational and multiple regression analysis revealed a significant and positive relationship between the teachers’ critical pedagogy and reflective thinking with their pedagogical success. Moreover, critical pedagogy and reflective thinking predicted the teachers' pedagogical success to a considerable extent. Findings provide implications for L2 teachers and teacher educators.

목차

Abstract
Introduction
Literature Review
Critical Pedagogy
Reflective Thinking
Teacher Success
Methodology
Participants
Instruments
Procedure
Results
Discussion
Conclusion
Acknowledgements
The Authors
References
Appendix A
Appendix B

키워드

critical pedagogy reflective thinking pedagogical success L2 teachers

저자

  • Ali Roohani [ Shahrekord University, Iran ]
  • Shahrzad Haghparast [ Shahrekord University, Iran ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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