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

Kök M.

Ondokuz Mayıs Üniversitesi İnsan Bilimleri Dergisi Journal of Humanities, vol.7, no.1, pp.49-62, 2026 (Peer-Reviewed Journal)

Abstract

The current study examines the critical pedagogy (henceforth, CP) beliefs of English as a Foreign Language (EFL) instructors working in Türkiye and investigates whether these beliefs differ by 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 point out the need for further research into other potential determinants of CP beliefs, such as instructors’ political ideology, worldview, transformative mindset, or disciplinary background.