Abstract
Although critical pedagogy has defined new roles for teachers through which they can step beyond classroom concerns, there seems to be little attention to these roles in the conceptualization and measures of teacher efficacy. This study was an attempt to review the available literature and measures of teacher efficacy to find out whether the principles of critical pedagogy have been incorporated into operational and theoretical aspects of teacher efficacy. The absence of these principles called for including such items in one of the most recent and valid teacher efficacy measures and construct validating the new scale.
Highlights
Education, baby-like, has passed from infancy to adolescence
Based on the results of the review done on the studies of teacher efficacy, it was found that only three studies had given weight to the concept of critical pedagogy (CP) or, to its subcategories, and interestingly, in two of them, they had referred to the absence of such concepts in teacher efficacy measures in one way or another
What have been practically ignored in these measures are sociopolitical roles of teachers such as engaging students in critical dialogue, classroom decisions, power sharing, and critical thinking which enable them to act as agents of change in their social lives
Summary
Baby-like, has passed from infancy to adolescence. Considerable changes have occurred over the past decades in many aspects of education which have altered the purpose of education and its definition. With the arrival of critical pedagogy (CP) (Freire, 1972; Giroux, 1988; McLaren, 1995) in education, teachers and students have found new identities and roles. In light of the premises of critical pedagogy, teachers who were deemed as unquestioned authorities have come down from their sacred and safe places to a more friendly and open environment wherein they can negotiate the class procedures, structure, content, grading criteria as well as their own roles in relation to students. Good students in CP are characterized not as those who would meekly permit themselves to be filled with knowledge (Freire, 1972), but as critical autonomous who can analyze, criticize, and question the materials they are studying and the context they are living in so that they can better themselves, strengthen democracy, create a more just society, and, deploy education in a process of progressive social change (Kellner, 2000)
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