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Journals / Ondokuz Mayıs Üniversitesi İnsan Bilimleri Dergisi / 2026 / Cilt: 7 Sayı: 1

Examining Turkish EFL Instructors’ Beliefs about Critical Pedagogy in Relation to Certain Variables

Türk İngilizce Öğretim Görevlilerinin Eleştirel Pedagojiye Yönelik İnançlarının Belirli Değişkenler Açısından İncelenmesi

Muhammed Kök(ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-7529-8679
Pages
49–62
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These results suggest that CP orientations are not necessarily shaped by professional seniority or advanced academic degrees, and that undergraduate EFL teacher education programs in Türkiye may already foster substantial CP awareness.

📌 3 Key Takeaways

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Objective & Hypothesis:The current study examines the critical pedagogy (henceforth CP) beliefs of Turkish English as a Foreign Language (EFL) instructors and investigates whether these beliefs differ according to academic degree and teaching experience.
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Key Findings & Data:Adopting a survey methodology, the study reveals that participants demonstrate a generally high level of CP beliefs, indicating strong awareness of and commitment to the importance and implementation of CP in language classrooms.
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Conclusion & Impact:These results suggest that CP orientations are not necessarily shaped by professional seniority or advanced academic degrees, and that undergraduate EFL teacher education programs in Türkiye may already foster substantial CP awareness.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:eleştirel pedagoji · İngilizce öğretim görevlileri · öğretim görevlisi inançları

Abstract

The current study examines the critical pedagogy (henceforth CP) beliefs of Turkish English as a Foreign Language (EFL) instructors and investigates whether these beliefs differ according to academic degree and teaching experience. Regarding CP as a transformative educational approach that aims to challenge social inequalities, reveal hidden power relations, and eliminate various forms of oppression through awareness-raising and democratic classroom practices, the study highlights the essential role of EFL instructors in creating empowering classroom environments. Adopting a survey methodology, the study reveals that participants demonstrate a generally high level of CP beliefs, indicating strong awareness of and commitment to the importance and implementation of CP in language classrooms. Contrary to common assumptions, neither academic degree (BA, MA, or PhD) nor teaching experience showed a significant association with EFL instructors’ CP beliefs. These results suggest that CP orientations are not necessarily shaped by professional seniority or advanced academic degrees, and that undergraduate EFL teacher education programs in Türkiye may already foster substantial CP awareness. Alternatively, the findings may point to limitations in the extent to which graduate and postgraduate ELT programs explicitly address the philosophical foundations of critical pedagogy. Overall, the results diverge from much of the existing literature and points out the need for further research into other potential determinants of CP beliefs, such as instructors’ political ideology, worldview, transformative mindset, or disciplinary background.

Özet

Bu çalışma, Türkiye’de görev yapan İngilizceyi yabancı dil olarak öğreten öğretim görevlilerinin (EFL) eleştirel pedagojiye (bundan sonra EP) ilişkin inançlarını incelemekte ve bu inançların akademik derece ile öğretim deneyimine göre farklılaşıp farklılaşmadığını araştırmaktadır. Toplumsal eşitsizlikleri sorgulamayı, gizil güç ilişkilerini görünür kılmayı ve farkındalık geliştirme ile demokratik sınıf uygulamaları yoluyla çeşitli baskı biçimlerini ortadan kaldırmayı amaçlayan dönüştürücü bir eğitim yaklaşımı olarak eleştirel pedagojiyi merkeze alan bu çalışma, güçlendirici sınıf ortamlarının oluşturulmasında EFL öğretim görevlilerinin kritik rolüne dikkat çekmektedir. Anket yöntemi benimsenerek yürütülen araştırma, katılımcıların genel olarak yüksek düzeyde EP inançlarına sahip olduğunu ortaya koymakta; bu durum, dil sınıflarında eleştirel pedagojinin önemi ve uygulanmasına yönelik güçlü bir farkındalık ve bağlılığa işaret etmektedir. Yaygın kabullerin aksine, ne akademik derece (lisans, yüksek lisans veya doktora) ne de öğretim deneyimi, EFL öğretim elemanlarının EP inançlarıyla anlamlı bir ilişki göstermiştir. Bu bulgular, eleştirel pedagojik yönelimlerin zorunlu olarak mesleki kıdem ya da ileri akademik dereceler tarafından biçimlendirilmediğini ve Türkiye’deki lisans düzeyindeki öğretmen eğitimi programlarının halihazırda kayda değer bir EP farkındalığı kazandırıyor olabileceğini düşündürmektedir. Öte yandan, sonuçlar lisansüstü ve doktora düzeyindeki İngilizce öğretmenliği programlarının eleştirel pedagojinin felsefi temellerini ele alma düzeyi bakımından sınırlılıklar taşıdığına da işaret edebilir. Genel olarak, elde edilen bulgular mevcut alanyazının önemli bir kısmıyla örtüşmemekte ve öğretim elemanlarının politik ideolojileri, dünya görüşleri, dönüştürücü zihniyetleri ya da disipliner arka planları gibi EP inançlarını etkileyebilecek diğer olası belirleyicilerin incelenmesine yönelik daha fazla araştırmaya duyulan gereksinimi ortaya koymaktadır.

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Cite This Article

Kök, M. (2026). Examining Turkish EFL Instructors’ Beliefs about Critical Pedagogy in Relation to Certain Variables. Ondokuz Mayıs Üniversitesi İnsan Bilimleri Dergisi, Cilt: 7 Sayı: 1, 49–62. https://doi.org/10.51533/insanbilimleri.1884852

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