{"title":"Was I being critical? Vision and action in English language teacher education","authors":"E. Basabe","doi":"10.19183/HOW.26.2.506","DOIUrl":null,"url":null,"abstract":"Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers’ individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"How-A Colombian Journal for Teachers of English","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19183/HOW.26.2.506","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers’ individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.