Transforming pre-service language teachers’ understanding of teaching critically

Moloney, R; Oguro, S

Transforming pre-service language teachers’ understanding of teaching critically

Moloney, R Oguro, S

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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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Field	Value	Language
dc.contributor.author	Moloney, R
dc.contributor.author	Oguro, S https://orcid.org/0000-0002-5951-7712
dc.date.accessioned	2022-09-22T23:09:14Z
dc.date.available	2022-09-22T23:09:14Z
dc.date.issued	2017-01-01
dc.identifier.citation	The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice, 2017, pp. 180-196
dc.identifier.isbn	9781138953451
dc.identifier.uri	http://hdl.handle.net/10453/162016
dc.description.abstract	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
dc.format.extent	12
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice
dc.relation.isbasedon	10.4324/9781315667294
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Transforming pre-service language teachers’ understanding of teaching critically
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-09-22T23:09:12Z
pubs.place-of-publication	USA
pubs.publication-status	Published
dc.location	USA

Abstract:

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

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/162016