scholarly journals EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

2015 ◽  
Vol 21 (1) ◽  
pp. 78
Author(s):  
Nur Hayati
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Efl Teacher ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Teacher Education

Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and socialawareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussionby looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

Exploring Challenges and Possibilities in Pre-Service Teacher Education

2021 ◽  
pp. 179-194
Author(s):  
Larisa Kasumagić-Kafedžić
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Teacher Education Program ◽  
Language Education ◽  
Analytical Skills ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.

scholarly journals Tomorrow’s EFL teacher educators

2011 ◽  
pp. 86 ◽  
Author(s):  
Adriana González Moncada ◽  
Diana Isabel Quinchía Ortiz
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Teacher Education Programs ◽  
Development Programs ◽  
Public And Private ◽  
Main Research ◽  
Ideal Teacher ◽  
Efl Teacher

Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

scholarly journals Struggling for Change in Chilean EFL Teacher Education

2011 ◽  
Vol 12 (2) ◽  
pp. 110 ◽  
Author(s):  
Mary Jane Abrahams ◽  
Miguel Farias
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Education ◽  
Curriculum Innovation ◽  
Traditional Curriculum ◽  
School Communities ◽  
Efl Teacher ◽  
Efl Teacher Education

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

scholarly journals Infusing Critical Pedagogy in Graduate Courses - Lessons from Teacher Education Programs-Strategies that Work and Sometimes Don't

2013 ◽  
Vol 5 ◽  
Author(s):  
Ilham Nasser ◽  
Shelley Wong ◽  
Jenice View
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Paulo Freire ◽  
Teacher Education Programs ◽  
Graduate Courses ◽  
Education Programs ◽  
Graduate Coursework ◽  
Definition Of ◽  
Successes And Challenges

This presentation focuses on successes and challenges in teaching criticalpedagogy to enhance critical thinking in graduate coursework, using a frameworkinspired by the work of Paulo Freire (1970/2010) and his definition of criticalpedagogy that necessitates praxis—a continual spiral of reflection, action, andtheory—toward an analysis of power and ultimately toward liberation from abusesof power.

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