Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility

Barahona, Malba; Ibaceta-Quijanes, Ximena

doi:10.1080/13540602.2022.2062726

Cited by 7 publications

(1 citation statement)

References 28 publications

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“…29 In terms of teachers’ belief in improving equity, the qualitative data extracted from three Hong Kong primary EFL teachers showed that teachers’ belief in equity is to provide support and care, especially for those who are disadvantaged and marginalized in the EFL classroom. 27 Compared with the findings from previous studies claiming that EFL teachers only know little about equity as they define it merely from the dimension of equality 29 and show no willingness to integrate equity in their teaching, 70 teachers now are more equipped with equity-oriented cognition.…”

Section: Literature Reviewmentioning

confidence: 74%

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Chen¹,

Abdullah²

2023

PRBM

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Backgrounds and Aims Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers’ equity-oriented cognition and practices. Methods We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency. Results Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers’ equity-oriented cognition and practices. Conclusion The findings shed light on an association between influential factors and teachers’ equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.

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Section: Literature Reviewmentioning

confidence: 74%

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Chen¹,

Abdullah²

2023

PRBM

View full text Add to dashboard Cite

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Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie

Barahona

Toledo-Sandoval

2022

Journal of Language, Identity & Education

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Novice teachers in Chile: ELT teaching capability development and social (in)justice awareness in educational marginalization

Romero

2023

Critical Inquiry in Language Studies

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Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility

Cited by 7 publications

References 28 publications

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices

Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie

Novice teachers in Chile: ELT teaching capability development and social (in)justice awareness in educational marginalization

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