Critical Pedagogy in English Teacher Professional Development: The Experience of a Study Group
DOI:
https://doi.org/10.17533/udea.ikala.v19n2a04Keywords:
teacher development, study groups, critical pedagogy, conscientization, critical awareness, humanizing pedagogyAbstract
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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