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A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
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- المؤلفون: Serhat Basar (ORCID Serhat Basar (ORCID 0000-0001-9716-4308); Irem Çomoglu (ORCID Irem Çomoglu (ORCID 0000-0003-0186-9122)
- اللغة:
English
- المصدر:
PROFILE: Issues in Teachers' Professional Development. 2024 26(2):163-179.
- الموضوع:
2024
- نوع التسجيلة:
Journal Articles
Information Analyses
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
17
- الموضوع:
- الموضوع:
- ISSN:
1657-0790
2256-5760
- نبذة مختصرة :
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.
- نبذة مختصرة :
As Provided
- الموضوع:
2024
- الرقم المعرف:
EJ1431897
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