A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
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,...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2024-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/110341 |
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| author | Serhat Başar İrem Çomoğlu |
| author_facet | Serhat Başar İrem Çomoğlu |
| author_sort | Serhat Başar |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-18e66aaa2cea4d2cba9bdf365e9ea622 |
| institution | DOAJ |
| issn | 1657-0790 2256-5760 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-18e66aaa2cea4d2cba9bdf365e9ea6222025-08-20T03:17:35ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902256-57602024-07-0126216317910.15446/profile.v26n2.110341A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language TeachingSerhat Başar0https://orcid.org/0000-0001-9716-4308İrem Çomoğlu1https://orcid.org/0000-0003-0186-9122Dokuz Eylül UniversityDokuz Eylül UniversityThis 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.https://revistas.unal.edu.co/index.php/profile/article/view/110341collaborationcritical pedagogyenglish language teacherslanguage teacher educationprofessional development |
| spellingShingle | Serhat Başar İrem Çomoğlu A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching Profile: Issues in Teachers' Professional Development collaboration critical pedagogy english language teachers language teacher education professional development |
| title | A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching |
| title_full | A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching |
| title_fullStr | A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching |
| title_full_unstemmed | A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching |
| title_short | A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching |
| title_sort | review of critical pedagogy informed collaborative professional development practices in english language teaching |
| topic | collaboration critical pedagogy english language teachers language teacher education professional development |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/110341 |
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