On Rethinking Our Classrooms: A Critical Pedagogy View

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Yolanda Samacá Bohórquez


This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation. Critical pedagogy (CP) as a philosophy of life helps teachers achieve a better understanding of what teaching really entails and raising awareness fosters reflection regarding our practices in educational settings, starting in the language classroom, exploring on the one hand, what pre-service teachers think and perceive about teaching and learning in the context they are involved in, and on the other hand, how those perceptions might influence their educational practices.

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How to Cite
Samacá Bohórquez, Y. (2012). On Rethinking Our Classrooms: A Critical Pedagogy View. HOW Journal, 19(1), 194–208. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/46
Reflections and Revision of Themes
Author Biography

Yolanda Samacá Bohórquez, Universidad Distrital Francisco José de Caldas, Bogotá

Yolanda Samacá Bohórquez is an assistant professor at Universidad Distrital Francisco José de Caldas. She holds a B.Ed. (Spanish-English) from Universidad Pedagógica y Tecnológica de Colombia (UPTC) Tunja, a graduate degree in Pedagogy of Writing Processes, from Universidad Santo Tomás, Bogotá, and a Masters in Applied Linguistics to the Teaching of English as a Foreign language from Universidad Distrital. Her research interests include pre-service and in-service teacher education. She belongs to the research group ESTUPOLI (Estudios Críticos de Políticas Educativas).


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