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ERIC Number: EJ1084110
Record Type: Journal
Publication Date: 2015
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1542-7587
Transformation and Stasis: Two Case Studies of Critical Teacher Education in TESOL
Nuske, Kyle
Critical Inquiry in Language Studies, v12 n4 p283-312 2015
Considering the prominent position of critical work in TESOL and Applied Linguistics, there is a need for detailed investigations of apprentice practitioners' formative interactions with critical ideas in graduate programs and how these affect their willingness to cultivate their own critical pedagogical repertories. Adopting a case study design, this study examines 1) the factors that may have structured two novices' situated understandings of criticality as it was constructed in a graduate TESOL course and 2) how extensively they came to incorporate critical principles into their burgeoning pedagogical philosophies. Results indicate that divergent outcomes of critical teacher education were attributable to disparities in student habitus and opportunities for praxis development more so than experiences of enduring oppression. In order to counteract the marginalization of novices who struggle to adopt vocal and disputative critical personas, the study recommends the use of simulated teaching activities and written reflective tasks in various textual genres.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A