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چکیده
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The present study investigated the relationship between 181 Iranian EFL teachers' perception of critical pedagogy and their reflective teaching, the possible effects of teachers' demographic information on their critical pedagogy perception, the possible difference among university professors, school teachers and institute teachers' perception of critical pedagogy and finally the difference between the participants' reported perception of critical pedagogy and their observed actual practices. First, Critical Pedagogy Questionnaire and Reflective Teaching Inventory were piloted and validated with 70 participants similar to those of the study and administered to the participants of the study. Then, the Critical pedagogy Classroom Observation Checklist was developed and expert viewed against which 30 teachers, selected randomly from among the participants, were evaluated. The result of one-way ANOVA showed there were significant differences among the three groups of university professors, school teachers, and language institute teachers in terms of their perception of critical pedagogy. Also, significant relationship was found between EFL teachers' perception of critical pedagogy and that of their reflective teaching. moreover, the results indicated gender and teaching experience did not significantly differentiate Iranian EFL teachers in terms of their perception of their critical pedagogy; however, academic degree did so. Furthermore, significant difference was found between Iranian EFL teachers' reported perception of critical pedagogy and their actual classroom practices as observed by their researchers.
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