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A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
Una revisión de las prácticas de desarrollo profesional colaborativo de docentes de inglés basadas en la pedagogía crítica
DOI:
https://doi.org/10.15446/profile.v26n2.110341Keywords:
Collaboration, critical pedagogy, English language teachers, language teacher education, professional development (en)Colaboración, desarrollo profesional, formación de profesores de idiomas, pedagogía crítica, profesores de inglés (es)
This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers’ pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.
Con esta revisión sistemática buscamos proporcionar una visión integral de las prácticas de desarrollo profesional colaborativo informadas por la pedagogía crítica en la enseñanza del inglés. Tras consultar cuatro bases de datos y utilizar palabras clave relevantes, analizamos sistemáticamente 67 estudios realizados en Asia, América, Europa, Australia y los países del Golfo. Encontramos que las prácticas colaborativas críticas permitieron a los docentes desarrollar posturas críticas, implementar acciones pedagógicamente críticas e iniciar cambios sociales en cuanto a la conciencia social y la distribución del poder. Sin embargo, estos cambios, visibles en las prácticas pedagógicas de los profesores, no se han expandido a un nivel macrosocial. Discutimos las implicaciones para diseñadores de programas de formación de docentes de idiomas y formuladores de políticas.
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