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Development and Validation of a Scale for Measuring Post-modernistic Critical Pedagogy-based Curriculum Beliefs among Iranian EFL Teachers | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 دی 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.53132.3409 | ||
| نویسندگان | ||
| Neda Mirhashemi1؛ Zohreh Seifoori* 2؛ Mojgan Rashtchi3 | ||
| 1PhD Student in TEFL, SR.C., Islamic Azad University, Tehran, Iran. | ||
| 2Associate Professor of TEFL, Department of English, SR.C., Islamic Azad University, Tehran, Iran | ||
| 3Professor of TEFL, Department of English, NT.C., Islamic Azad University, Tehran, Iran. | ||
| چکیده | ||
| This study aimed to identify the foundational principles of a post-modernistic critical pedagogy-based (PMCP) curriculum and to develop and validate a scale measuring English as a Foreign Language (EFL) teachers’ belief about curriculum in the Iranian high school context. Grounded in the theoretical traditions of critical pedagogy and postmodern curriculum theory, the study was motivated by long-standing concerns about the ideological rigidity, cultural narrowness, and behaviorist orientation of the current national English curriculum. Drawing on PMCP principles such as learner empowerment, cultural inclusivity, dialogic learning, and ethical pluralism, the initial conceptual framework was constructed through a synthesis of relevant literature and semi-structured interviews with in-service Iranian EFL teachers. Based on this framework, a 35-item questionnaire was developed to measure teachers’ beliefs across four curriculum components: goals, content, methods, and assessment. A sequential exploratory mixed-methods design was employed to validate the scale. Content validity was confirmed through experts' review, while internal consistency was supported by Cronbach’s alpha (α= .898). Exploratory factor analysis yielded a five-factor solution, accounting for 77.79% of the total variance. Model fit indices confirmed the structural adequacy of the instrument. The validated scale offers a theoretically grounded and empirically robust tool for examining teachers’ curriculum beliefs within Iranian school curriculum, thereby contributing to research and policy dialogue on a transformative curriculum reform in the centralized EFL education systems. | ||
| کلیدواژهها | ||
| Critical pedagogy؛ curriculum validation؛ EFL education؛ exploratory factor analysis؛ Post-modern curriculum | ||
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آمار تعداد مشاهده مقاله: 8 |
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