Teacher candidates' perspectives on addressing social justice in English language and literature classes through critical pedagogy
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Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor and Francis
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aims to uncover the perceptions of teacher candidates about social justice and their willingness to participate in addressing social justice issues by using critical pedagogy in their future classrooms. Within this concern, the participants of the study consisted of 45 teacher candidates from both departments of English Language Teaching (ELT) and English Language Literature (ELL) at a state university in Turkey. As the research design of the study, a qualitative research method was adopted. In this regard, a written interview was designed and utilized to collect data. The qualitative data were analyzed through inductive analysis method. The overall research findings revealed how teacher candidates envisage embracing diversity, equity, and social justice in language and literature teaching classes through critical pedagogy. Based on the research results, some implications for just language teaching and suggestions for further studies were presented as well.
Açıklama
Anahtar Kelimeler
Teacher candidates' perspectives, English Language
Kaynak
The Routledge Handbook of the Sociopolitical Context of Language Learning
