Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

Hugo Sanchez; Harry Kuchah Kuchah; Livia de Araujo Donnini Rodrigues; Émerson de Pietri

doi:10.1016/j.tate.2017.11.024

Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

Hugo Sanchez, Harry Kuchah Kuchah, Livia de Araujo Donnini Rodrigues, Émerson de Pietri

Department of Education

University of São Paulo

Research output: Contribution to journal › Article › peer-review

5 Citations (SciVal)

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Abstract

This paper examines how pre-service teachers of Portuguese developed ideas about contextually appropriate pedagogies during their practicum as well as what they perceived as the impact of their pedagogical practices on student learning. The findings suggest that teacher education models which promote conscious critical reflection and teacher agency, and provide space for trainees to engage constructively both with their peers and with students are likely to generate innovative ideas for teaching which are appropriate to the specific contexts within which trainees teach.

Original language	English
Pages (from-to)	236-245
Number of pages	10
Journal	Teaching and Teacher Education
Volume	70
Early online date	20 Dec 2017
DOIs	https://doi.org/10.1016/j.tate.2017.11.024
Publication status	Published - 1 Feb 2018

Keywords

critical pedagogies
pre-service education
language education
state sector schools
marginalised contexts
teacher cognition

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10.1016/j.tate.2017.11.024

Sanchez et al. - Authors' accepted copyAccepted author manuscript, 609 KBLicence: CC BY-NC-ND

Cite this

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abstract = "This paper examines how pre-service teachers of Portuguese developed ideas about contextually appropriate pedagogies during their practicum as well as what they perceived as the impact of their pedagogical practices on student learning. The findings suggest that teacher education models which promote conscious critical reflection and teacher agency, and provide space for trainees to engage constructively both with their peers and with students are likely to generate innovative ideas for teaching which are appropriate to the specific contexts within which trainees teach.",

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Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

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Keywords

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Pre-service language teacher education: Conceptualisations of pedagogical contexts, redefinition of educational beliefs, and development of appropriate pedagogies.

Accelerating International Research Collaboration Scheme - Teacher cognitive development, teaching and learning in difficulties circumstances

Santiago Sanchez

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Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

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Pre-service language teacher education: Conceptualisations of pedagogical contexts, redefinition of educational beliefs, and development of appropriate pedagogies.

Accelerating International Research Collaboration Scheme - Teacher cognitive development, teaching and learning in difficulties circumstances

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Santiago Sanchez

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