The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective
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 part...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2016-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2016.1147990 |
| _version_ | 1797765720429297664 |
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| author | Saman Ebadi Nouzar Gheisari |
| author_facet | Saman Ebadi Nouzar Gheisari |
| author_sort | Saman Ebadi |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T20:15:06Z |
| format | Article |
| id | doaj.art-ee6e1fc6833a41a0adf7b4af240ecf1a |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:15:06Z |
| publishDate | 2016-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-ee6e1fc6833a41a0adf7b4af240ecf1a2023-08-02T01:27:02ZengTaylor & Francis GroupCogent Education2331-186X2016-12-013110.1080/2331186X.2016.11479901147990The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspectiveSaman Ebadi0Nouzar Gheisari1Razi UniversityRazi UniversityThis 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.http://dx.doi.org/10.1080/2331186X.2016.1147990sociocultural theoryteacher professional developmentconsciousness raisingcritical reflectionpositive classroom interaction |
| spellingShingle | Saman Ebadi Nouzar Gheisari The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective Cogent Education sociocultural theory teacher professional development consciousness raising critical reflection positive classroom interaction |
| title | The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective |
| title_full | The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective |
| title_fullStr | The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective |
| title_full_unstemmed | The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective |
| title_short | The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective |
| title_sort | role of consciousness raising through critical reflection in teachers professional development a sociocultural perspective |
| topic | sociocultural theory teacher professional development consciousness raising critical reflection positive classroom interaction |
| url | http://dx.doi.org/10.1080/2331186X.2016.1147990 |
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