Critical Pedagogy in English Teacher Professional Development: The Experience of a Study Group
AbstractIn this article, we present the findings of a case study, which aimed to explore the experience of a study group, which was comprised of English teachers from different contexts. Data indicate that teacher development experiences should not only strive for the development of theoretical clarity but also for the development of critical awareness of the self and the world around. For this reason, this theoretical clarity and critical awareness may serve as the basis for the possibilities of a humanizing pedagogy in language teaching and learning.
Copyright (c) 2014 Íkala, Revista de Lenguaje y Cultura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors that publish in this journal accept the following conditions:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
Share alike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.