Sources and types of change: a study with three English teachers

Abstract

Based on the assumption that change is more likely to happen if it is not imposed upon teachers, but rather developed by them, we invited three English teachers to take part in a study in which they would have the opportunity to reflect collaboratively upon their teaching. Based on these reflections, some themes were defined for theoretical readings, which also became objects of reflection. The analysis of the eight reflective sessions and the final interview allowed us to detect eight sources of declared changes. The results showed that experiences which belong to the realm of practice are more relevant than theory to foster teacher change and that changes seem to have happened both cognitively and behaviorally. In addition, the more experienced teachers performed changes that were more "reflective" than "technical", confirming that less experienced teachers are more worried about the technicalities of teaching while more experienced or reflective teachers are more concerned with the consequences of what they do to students.

Challenges in Critical Language Teaching

“…In both Pennycook's () and Lin's () studies, a critical agenda is set up by the teacher educator researchers. We agree with that method, because our experience with teaching and our studies in language teacher education (Pessoa, ; Pessoa & Sebba, ) show that critical issues are rarely focused on when a critical agenda is not taken up by the teacher or teacher educator. Though Pennycook () concludes that in teacher education it is important that critical concerns emerge from teachers' particular interests, he also admits that his discussions with teacher learners “didn't raise any great moments of enlightenment, empowerment, or emancipation” (p. 343).…”