زهرا صباغ زاده

Using Critical Digital Pedagogy (CDP) considering the recent technological advancements in the field of education as well as the prevalence of critical pedagogy (CP) in the World educational systems. This qualitative study aimed to uncover ELT experts’ and English literature teachers’ perceptions of a technology-laden CP-based EFL teacher preparation program for the context of Iran within a basic interpretive design. A total of thirty male and female ELT experts with a PhD in TEFL who were selected through convenience sampling from among experienced university professors who had relevant research expertise in the field. They were university professors with PhD in TEFL with different years of teaching experience. To collect the data, a semi-structured interview was used. Data analysis was done by the MAXQDA. The results showed that the perceptions of ELT experts and English literature teachers were both in line with the tenets of CP and the use of technology in education. Further, it was indicated that the perceptions of ELT experts and English literature teachers of a technology-laden CP-based EFL teacher preparation program for the context of Iran were significantly different. The findings have some implications for EFL teacher education administrators, curriculum planners and educators. Key Words: Critical Pedagogy (CP), Critical Digital Pedagogy (CDP), EFL Teacher Education, Technology.

Using Critical Digital Pedagogy (CDP) acknowledges the recent advancements in technology in the field of education. As teachers should effectively deal with the needs of students with the help of educational technologies to increase their critical awareness, the level of digital literacy of Iranian teachers is not desirable and naturally teacher training in Iran should be in line with the latest changes in the world, this qualitative study aimed to find out how ELT experts perceive the CP technology-based EFL teacher preparation program in the Iranian context as part of a basic interpretative project. Thirty ELT experts with a Ph.D. in TEFL were selected through convenience sampling among experienced university professors who had relevant research expertise in the field. Consulting the related literature, the researcher developed a semi-structured interview in approximately three open-ended questions. The results analyzed by MAXQDA showed that perceptions of ELT experts were consistent with CP assumptions and the use of technology in education. The interpretation of the findings indicates a reconciliation between CP principles and technology. Participants perceived the valuable concepts of CP in light of technology used to shape a technology-based CP curriculum. Findings have implications for EFL teacher education administrators, curriculum planners, and educators.