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ERIC Number: EJ1138196
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2331-186X
The Role of Consciousness-Raising through Critical Reflection in Teachers' Professional Development: A Sociocultural Perspective
Ebadi, Saman; Gheisari, Nouzar
Cogent Education, v3 n1 Article 1147990 2016
This study, framed within Vygotskyan sociocultural approaches to teacher education, aimed at reconceptualizing the thinking and subsequent recontextualizing of the classroom practice of a participating teacher. An Iranian English as a Foreign Language (EFL) teacher with pseudonym--Sara--was the participant of the study. Sara's conceptions of teaching and classroom behavior were changed through awareness-raising of and critical reflection on her teaching behavior. This was done through replacing her everyday concepts by conducting three workshops and reflection on her follow-up classroom behavior videotaped by Sara herself. The results of the study showed that the participating teacher, over a process of struggle with her past experiences, gradually replaced her old classroom practice. The findings can be illuminating for policy-makers and material developers who are striving for finding a solution to classroom complex dilemmas. It can also be rewarding for teacher educators and teachers trying to change the classroom practice of in-service teachers.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A