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

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)
22 Downloads (Pure)

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 languageEnglish
Pages (from-to)236-245
Number of pages10
JournalTeaching and Teacher Education
Volume70
Early online date20 Dec 2017
DOIs
Publication statusPublished - 1 Feb 2018

Keywords

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

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