Critical Pedagogy in English Teacher Professional Development: The Experience of a Study Group

  • Paula Andrea Echeverri-Sucerquia Universidad de Antioquia
  • Natalia Arias Universidad de Antioquia
  • Isabel Cristina Gómez Universidad de Antioquia
Keywords: teacher development, study groups, critical pedagogy, conscientization, critical awareness, humanizing pedagogy

Abstract

In 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.

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Author Biographies

Paula Andrea Echeverri-Sucerquia, Universidad de Antioquia
Escuela de IdiomasDepartamento de Formación AcadémicaProfesora Asistente PUBLICACIONESMcIntyre, J.D., & Echeverri-Sucerquia, P. (2011) A National Survey of Professional Development Schools. In Investigating university-school partnerships. Nath, J., Guadarrama, I. N. & Ramsey, J. (Eds.) Charlotte, NC: Information Age Publishing. Echeverri-Sucerquia, P. (2010, March 1) [Review of the book Intellectual capital: The intangible assets of professional development schools, by C. G. Basile] Teachers College Record, ID Number 15914.Echeverri-Sucerquia, P. & Hytten, K. (2008). Reflecting on Revolution. Educational Researcher, 37 (8), 469-551.Echeverri Sucerquia, P.A. (2007) Motivation and foreign language learning success. Cartilla Pedagógica, Universidad de Antioquia.
Natalia Arias, Universidad de Antioquia
Escuela de IdiomasProfesora de inglés
Isabel Cristina Gómez, Universidad de Antioquia
Escuela de IdiomasProfesora de inglés 
Published
2015-05-22
Section
Empirical Studies