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Barjasteh, H. (2017). Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy. Journal of English Language Pedagogy and Practice, 10(20), 29-49.
Hamed Barjasteh. "Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy". Journal of English Language Pedagogy and Practice, 10, 20, 2017, 29-49.
Barjasteh, H. (2017). 'Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy', Journal of English Language Pedagogy and Practice, 10(20), pp. 29-49.
Barjasteh, H. Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy. Journal of English Language Pedagogy and Practice, 2017; 10(20): 29-49.

Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy

Article 3, Volume 10, Issue 20, Summer and Autumn 2017, Page 29-49  XML PDF (194 K)
Document Type: Research Paper
Author
Hamed Barjasteh
Department of English Language and Literature, Ayatolla Amoli Branch, Islamic Azad University, Amol, Mazandaran, Iran
Abstract
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.
Keywords
transformative pedagogy; EFL instructors; hindrances; thematic analysis; micro level; macro level; dialogic-driven pedagogy
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