Was I being critical? Vision and action in English language teacher education

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Enrique Alejandro Basabe


Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers’ individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.

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How to Cite
BasabeE. A. (2019). Was I being critical? Vision and action in English language teacher education. HOW Journal, 26(2), 59-74. https://doi.org/10.19183/how.26.2.506
Research Reports
Author Biography

Enrique Alejandro Basabe, Universidad Nacional de La Pampa

Enrique Alejandro Basabe is a lecturer in the Department of Foreign Languages at Universidad Nacional de La Pampa (UNLPam), Argentina. He holds an MA in ELT and BCS and a PhD in Education. His main interests are teacher education and cultural issues in the English, American, and Latin American contexts.


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