ERIC Number: EJ1431897
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1657-0790
EISSN: EISSN-2256-5760
Available Date: N/A
A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
PROFILE: Issues in Teachers' Professional Development, v26 n2 p163-179 2024
This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers' pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.
Descriptors: Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Critical Theory, Teacher Collaboration, Databases, Research Reports, Social Change, Teaching Methods, Power Structure, Teacher Education Programs, Program Development, Foreign Countries
Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North America; South America; Europe; Asia; Australia; Middle East
Grant or Contract Numbers: N/A
Author Affiliations: N/A