Investigating the perception of algerian secondary efl teachers towards critical pedagogy

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dc.contributor.authorSara, Merrouche
dc.contributor.authorBerriche, Abdelali
dc.date.accessioned2025-05-23T04:41:54Z
dc.date.available2025-05-23T04:41:54Z
dc.date.issued2021
dc.description.abstractThe application of the principles of Critical Pedagogy to the field of EFL teaching and learning in the last few decades has contributed to the emergence of critical perspectives toward the role of teachers. Despite the rapid spread of English in Algeria and the relevance of the issues addressed by Critical Pedagogy in EFL teaching and learning, few studies have been conducted to survey Algerian EFL teachers' Views towards its theoretical base, and its application inside the classroom. The present study, therefore, aimed at investigating the Algerian EFL teachers’ attitude as well as the application of Critical Pedagogy principles in pre-during and after-class activities. The developed questionnaire was administered to sixty teachers of English at the Wilaya (district) of Oum El Bouaghi, Algeria. The main findings revealed that there was very little awareness of Critical Pedagogy among ELT teachers due to institutional structure that favors mainstream pedagogy. These findings point to a dire need for exploring other venues for raising teachers’ awareness of critical pedagogy
dc.identifier.issn1112-9255
dc.identifier.urihttp://dspace.univ-oeb.dz:4000/handle/123456789/22494
dc.language.isoen
dc.publisherUniversity of Oum El Bouaghi
dc.subjectCritical Pedagogy ; EFL ; Teaching ; Learning
dc.titleInvestigating the perception of algerian secondary efl teachers towards critical pedagogy
dc.typeArticle
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