The present studied incorporation of Critical Pedagogy among EFL pre-service teachers to offer advantages for understanding the worth of ELT distinguishing qualities and interests of critical attitudes; therefore, the correlation between proficiency levels, sexes, and attitudes toward critical pedagogy was estimated. The participants in this study were 120 Iranian pre-service teachers. All of the male and female participants’ proficiency levels were tested by IELTS. For the reason of comparing the two groups, Male Group had 30 participants with band score 6 and 30 ones with band score 5, and Female Group had 30 participants with band score 6 and 30 ones with band score 5. A reliable and valid Critical Pedagogy Attitude Questionnaire is used, and it was developed through a step-wise procedure with a reliability of 0.93 (Pishvaei & Kasaian, 2013). Findings presented that sex difference can affect the correlation of EFL pre-service teachers’ attitudes toward critical pedagogy. Also, the Critical Pedagogy Attitude mean among male group is greater than female group. Thus, sex difference could change the way a teacher study their learners’ culture and society with respect to CP. However, preservice teachers’ proficiency level did not affect its relation with CP attitude. Also, it is noticeable to mention that a classroom teacher, in relation with CP, has to be responsible for his subject and knowledge through interaction with learners, so if it is true, improving the proficiency level of preservice teacher will be significant, but the present findings present the opposite claim; that is, preservice teachers or teacher, with respect to Critical Pedagogy, do not need to be so knowledgeable, with respect to English language, to help their students in language processing, for example. Key words: Critical Pedagogy, Pre-service teacher TABLE OF CONTENTS Abstract III Acknowledgments IV Dedication V Table of Contents VI List of Tables IX CHAPTER I: Background and Purpose 1 1.0. Overview 2 1.1. Statement of the Problem 7 1.2. Significance of the Study 8 1.3. Purpose of the Study 8 1.4. Research Questions 9 1.5. Research Hypotheses 9 1.6. Definition of Keywords 10 1.7. Limitation and Delimitation of the Study 10 CHAPTER II: Review of the Related Literature 12 2.0. Overview 13 2.1. Critical Pedagogy 13 2.1.1. Pedagogical Approach in Critical Pedagogy 16 2.1.2. Critical Pedagogy and Educational Process 21 2.1.3. Critical Pedagogy and the Teachers’ Role 24 2.1.4. Critical Pedagogy and Teacher Success 27 2.1.5. Curriculum in CP 30 2.2. Pre-service teacher 31 2.2.1. The difficult and stimulating tasks of pre-service teacher training 33 2.2.2. Advancing ELT teachers for future and Critical Pedagogy 35 CHAPTER III: Methodology 41 3.0. Overview 42 3.1. Setting and Participants 42 3.2. Instruments 43 3.2.1. Critical Pedagogy Attitude Questionnaire 43 3.2.2IELTS (International English Language Testing System) 45 3.3. Procedure 45 3.3.1. Data Collection 45 3.3.2. Data Analysis 46 3.4. Ethical Considerations 46 CHAPTER IV: Results and Discussion 48 4.0. Overview 49 4.1. Main Results 49 4.2. Discussion 54 CHAPTER V: Conclusion and Recommendations 57 5.0. Overview 58 5.1. Summary 58 5.2. Brief Overview of the Findings 59 5.3. Theoretical and Pedagogical Implications 60 5.4. Suggestions for Further Research 61 REFERENCES 62 APPENDIXES 74 Appendix A: Critical Pedagogy Attitude Questionnaire 75 Appendix B: The Female Group with IELTS Band Score 6 77 Appendix C: The Female Group with IELTS Band Score 5 79 Appendix D: The Female Group with IELTS Band Score 6 81 Appendix E: The Female Group with IELTS Band Score 5 82 پایان نامه - مقاله - متن کامل این مطلب را هم بخوانید : گزارش عملکرد یک سال گذشته وبسیما List of Tables Table 3.1: Participants’ Characteristics 44 Table 3.2: Reliability Coefficient 44 Table 4.1: Stastistical Description Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test 49 Table 4.2: One Sample Kolmogorov- Smirnov Test 50 Table 4.3: Group Statistics between IELTS Band Scores 51 Table 4.4: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test 51 Table 4.5: Group Statistics between Male Group and Female Group 52 Table 4.6: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and Gender Difference 52 Table 4.7: Effect Size 53 Table 5.1: The Brief Overview of All Independent Samples Test 60 CHAPTER ONE INTRODUCTION