A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching

Y

17

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

North America; South America; Europe; Asia; Australia; Middle East

1657-0790
2256-5760

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.

As Provided

2024

EJ1431897