Professional Critical Awareness Development in Preservice ELT Students in Spoken English Classes
Keywords:
Critical pedagogical content, preservice teachers, critical thinking, professional visionAbstract
The aim of this study was to explore the effect of critical pedagogical content integration in an English language teacher training program based on a qualitative research design. The participants, first year students studying at an ELT undergraduate program, were observed throughout an intervention period of two academic semesters, and focus group and individual interviews were held to collect data on the effectiveness of the intervention. The intervention included a series of seminars held in the 6 months where the participants discussed critical pedagogy issues having read related articles or watched thought-provoking education-related videos assigned by the instructor prior to the discussions. The outcome of the study is that students’ vision of their profession was more realistic having developed a deeper insight discussing multiple aspects of teaching English in contextualized tasks. It was observed that the participants developed an awareness of a more empowered teacher image especially sensitized to oppressed groups in educational settings.
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