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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.
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