Enhancing Critical Language Teacher Development Through Creating Reflective Opportunities

Abstract

Following the postmethod pedagogy, the spotlight has turned to language teachers, and how their beliefs, experiences, and knowledge have been valued, because it is the teacher who knows both her learners and her classroom contexts best, and can also fulfill the postmethod promises. However, how can the field of language teaching cultivate language teachers who can have their own contextualized praxis? As such, the present study aims at taking deeper steps into the critical teacher education territory. The present researchers firmly believe that critical language teacher education is increasingly important to the success of individual language teachers. Therefore, as a possible contribution to the field of TESOL, this study may provide some insights into the preparation of much-needed critical language teachers by providing them with various types of opportunities informed by a Freirean critical pedagogy perspective.

Empowering Teachers through Core Reflection : A Case in Korea

“…As suggested by the results of the study, peer support can be an essential factor in guiding teachers to reflect critically. In this regard, this study suggests the need for peer support group, similar to the collaborative professional and critical discussion circles suggested by Ahmadian and Maftoon (2016) in which teachers can share theoretical and practical issues to bridge the gap between theory and practice. In conclusion, core reflection should become a part of the "epistemology of reflective practice" (Francis, 1997, p. 186) in teacher education in order to yield a constructive way to make transformational learning in professional development possible.…”

Using a Skills Development Course to Foster Teacher Professional Growth

“…What the course seemed to do was give the teachers not only tools and approaches to adapt for direct use in their classrooms, but more importantly, a framework within which they could critique the work of others and their own work as they went forward. It offered initial opportunities for the critical reflection that Ahmadian and Maftoon (2016) consider vital to language teacher development.…”