Critical English Teachers and Criticizing Pre-Servicing: A Descriptive Single Case Study

Autor/inn/en	Ordem, Eser; Ulum, Omer Gokhan
Titel	Critical English Teachers and Criticizing Pre-Servicing: A Descriptive Single Case Study
Quelle	In: Journal on English Language Teaching, 11 (2021) 1, S.40-49 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Case Studies; Preservice Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Critical Theory; Teaching Methods; Student Attitudes; Diaries; Curriculum Development; Course Descriptions; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Diary; Tagebuch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Ausland; Türkei
Abstract	Studies on pre-service English teachers have been on the rise since 1980s. However, some terms have been rarely discussed in detail, although critical pedagogy has produced significant insights into language teaching and learning. Scholars in the field have been repeatedly using the term 'pre-service English teachers'. However, this term is problematic in nature because it hardly refers to English teachers' conception of action and transformation. This study aims to examine the views of 30 prospective critical English teachers because labeling a group in Social Science can be transformative and emancipatory. Therefore, instead of using pre-service English teachers, we prefer to use prospective critical English teachers. A semi-structured interview form including 10 questions was composed, and the participants were also asked to keep a diary for four weeks. In addition, 20 articles published between 2010 and 2018 were also included in the study to show the frequency of the terms labeling them. The results show that the participants' ideas were scarcely taken seriously and that they were hardly involved in the process of preparing the curriculum and the syllabus. They also believe that a more democratic and participatory approach should be adopted so that they can transform the discipline of English language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01