Search results for: Abednia Arman
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This article is a report on contributions of a critical EFL teacher education course to teachers’ professional identity reconstruction. Three major shifts were observed in the participants' professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of English Language Teaching.
Updated: Mar. 09, 2015