Theory Into Practice in Teacher Education: Applying Engaging Pedagogies in the Arab EFL Classroom

Abstract

PhotoVoice invites students to capture photos of concerning issues, elaborate on them in writing, and share the photos and written accounts with the community, hoping for change. Inspired by critical pedagogy, it challenges teaching English as a set of linguistic skills/standards detached from students' life challenges. As a teacher-educator and pedagogical advisor, I invited 18 Palestinian-Israeli third-year English studentteachers to implement ‘PhotoVoice’ in their English practice-teaching contexts. They worked with small groups of school children on the PhotoVoice projects and reflected on the whole process in their portfolios. Thematic analysis of their reflections illuminated that the process was emotionally charged and changed their views of themselves as teachers. This innovative method for improving literacy skills while promoting change has significant implications for practitioners and policymakers, underscoring the need for fostering a more engaging approach to language education that connects literacy teaching with social action. It is especially important for minoritized students who are often offered limited opportunities to experience empowering pedagogies.