We are more than EFL teachers-we are Educators: Emancipating EFL student-teachers through photovoice
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We are more than EFL teachers-we are Educators: Emancipating EFL student-teachers through photovoice

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We are more than EFL teachers-we are Educators: Emancipating EFL student-teachers through photovoice

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dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.date.accessioned 2016-09-12T11:45:47Z
dc.date.available 2016-09-12T11:45:47Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/10550/54980
dc.description.abstract The prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, thereby setting a memorable educational example for their own future teaching.
dc.language.iso eng
dc.relation.ispartof Educational Action Research, 2016, p. 1-20
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Villacañas de Castro, Luis Sebastián (2016) 'We are more than EFL teachers-we are Educators': Emancipating EFL student-teachers through photovoice Educational Action Research 25(4) 610-629
dc.subject Professors Formació
dc.subject Anglès
dc.subject Educació primària
dc.title We are more than EFL teachers-we are Educators: Emancipating EFL student-teachers through photovoice
dc.type info:eu-repo/semantics/article
dc.date.updated 2016-09-12T11:45:47Z
dc.identifier.doi http://dx.doi.org/10.1080/09650792.2016.1215930
dc.identifier.idgrec 113461

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