Raising Critical Consciousness in Teaching Reading Skills Using Critical Pedagogy Principles: A Case of an Iranian School Graduate

Autor/inn/en	Asakereh, Ahmad; Weisi, Hiwa
Titel	Raising Critical Consciousness in Teaching Reading Skills Using Critical Pedagogy Principles: A Case of an Iranian School Graduate
Quelle	In: Journal for Critical Education Policy Studies, 16 (2018) 1, S.261-291 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Case Studies; Reading Instruction; Teaching Methods; Critical Theory; Social Life; Interviews; Females; Reading Comprehension; Journal Writing; Teacher Student Relationship; Critical Thinking; Skill Development; Teacher Education Programs; Foreign Countries; High School Graduates; English (Second Language); Second Language Learning; Second Language Instruction; Reading Strategies; Student Attitudes; Student Journals; Iran + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Soziales Leben; Interviewing; Interviewtechnik; Weibliches Geschlecht; Leseverstehen; Zeitschriftenaufsatz; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schülerverhalten; Studentenzeitung
Abstract	This case study reports on critical consciousness development of a female school graduate in a reading comprehension course. Critical pedagogy (CP) principles were adopted in the course during which the participant was encouraged to read a set of passages critically and write critical journals. In addition, after reading each passage, she participated in a relevant critical discussion with the tutor. Thematic analysis was adopted to trace the participant's critical consciousness development. The results showed that even though she developed critical consciousness to a great extent, this could not modify her ideology about an issue affecting her life directly. Furthermore, thematic analysis of an unstructured interview revealed that the participant was satisfied with the implementation of CP principles in teaching reading skills. The findings suggest that teachers need to give further weight to students' critical consciousness and teacher training programs need to raise teachers' awareness of its impact on students' social life. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01