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چکیده
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The present study set out to investigate the relationship between perception of critical pedagogy (CP) and Reflective Teaching (RT) of Iranian EFL teachers; the possible effect of teachers' demographic information on their CP perception; the possible difference among university professors, school teachers and language institute teachers' CP. First, the CP Questionnaire developed originally by Pishvaei and Kassaian (2013) and modified by the researcher through adding some questions from Freire (1970) and the Reflective Teaching Questionnaire developed by Akbari, Behzadpour and Dadvand (2010) were piloted with 70 subjects similar to those of the present study and were subjected to factor analysis for validity purposes. Finally, the other instrument; Critical Pedagogy Classroom Observation Checklist, developed by the researcher consisting of 34 items on a Likert-scale was expert viewed to assure its validity. The obtained data were analyzed through running one-way ANOVA, Pearson Product Moment correlation, Factorial ANOVA, and four Independent Samples t-tests. The results of one-way ANOVA indicated there was a significant difference among three groups of EFL school teachers, language institute teachers and university professors in terms of their CP perception. That is to say, all the three groups of teachers supported CP principles although in different ways. In addition, the results of Pearson Product Moment Correlation indicated that there was a significant relationship between CP and reflective teaching. Also, the results of Factorial ANOVA showed that gender did not differentiate Iranian EFL teachers in terms of their CP perception. Furthermore, teaching experience was not found to differentiate Iranian EFL teachers in terms of their CP perception. However, academic degree was found to have significantly differentiated Iranian EFL teachers with regard to their CP perception. Moreover, it was found that gender, teaching experience and academic degree did not have an
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