Transforming pre-service language teachers’ understanding of teaching critically

Publisher:
Routledge
Publication Type:
Chapter
Citation:
The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice, 2017, pp. 180-196
Issue Date:
2017-01-01
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This chapter explores whether and how pre-service language teachers’ capacity to think critically and to teach critically may be stimulated by investigation of personal cultural encounters through reflective narrative writing. We critique the kind of framework that might be appropriate for analysing and evaluating reflective writing, and ask whether teachers’ development of a meta-understanding of their individual intercultural histories may facilitate critical abilities among themselves and their students and subsequently promote responsibility for critical teaching
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