Resumo

BASABE, Enrique Alejandro. Was I Being Critical? Vision and Action in English Language Teacher Education. How [online]. 2019, vol.26, n.2, pp.59-74. ISSN 0120-5927.  https://doi.org/10.19183/how.26.2.506.

Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers' individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.

Palavras-chave : teacher education; critical pedagogies; practice theory; autoethnographic narratives.

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