Posted at 12.16.2018
This newspaper, as its title suggests, introduces some reflections about the value critical pedagogy as well as awareness-raising tactics have in education today, especially in dialect teacher prep programs, and exactly how they provide a fresh opportunity for pre-service educators to re-think their pedagogical activities for social change. Critical pedagogy (CP) as a viewpoint of life helps instructors achieve a better knowledge of what teaching really includes and raising understanding fosters representation regarding our procedures at educational settings, starting in the dialect classroom, exploring on the one hand, what pre-service teachers think and perceive about coaching and learning in the framework they are involved in, and on the other palm, how those perceptions might effect their educational tactics.
Key words: Awareness-raising techniques, critical pedagogy, pre-service and in-service tutor education, representation, transformation
Este artworkculo, como el ttulo lo sugiere, presenta algunas reflexiones acerca de la importancia que la pedagoga crtica y las prcticas de sensibilizacin y concientizacin tienen en educacin hoy, especialmente en la preparacin profesional de los docentes de lenguas, y cmo estas tendencias brindan a los maestros en formacin la oportunidad de repensar sus experiencias pedaggicas para la transformacin cultural. La pedagoga crtica como filosofa de vida nos ayuda a entender mejor lo que el proceso de ense±anza realmente significa, y las prcticas de sensibilizacin y concientizacin tienen el propsito de promover la reflexin de nuestro quehacer diario en nuestros salones de clase y explorar por una parte, lo que los futuros maestros piensan y perciben sobre el proceso de ense±anza en el contexto en el cual ellos se desenvuelven, y por otra parte, cmo esas percepciones pueden influir en sus prcticas educativas.
Palabras clave: formacin de docentes, maestros en formacin, pedagoga crtica, prcticas de sensibilizacin y concientizacin, reflexin, transformacin
Pre-service teachers' conceptions about ELT coaching and learning include several perspectives. Some of them relate particularly to the subject matter knowledge (Richards, 1998) language instructors may need to teach their classes as well as the technique to be executed in order to generate learning environments to encourage communication. Others give more importance to supply learners with a number of grammar structures to comprehend the language. The primary concern here is these perspectives tend to view classrooms as "closed bins" and "form only a small part of what we need to understand in terms of what counts in terminology education" (Pennycook, 2005, p. 467). Therefore, it might be significant to embrace CP as an alternative approach that relates the school context to the interpersonal framework in a reciprocal marriage, as everything we do in the classroom relates to broader concerns (Pennycook, 2005)
This view usually takes prospective instructors to rethink their daily encounters in order to recognize, on the one hand, the talents they find in their pedagogical process, with clear targets supporting them, and on the other side, those weaknesses which have an effect on this technique, with the goal of hoping new ways to enhance weaknesses into strengths. In this sense, CP has sparked a range of possibilities to start out for those who have not done it yet, or maintain, for individuals who have begun this technique, rethinking our classrooms in terms of empowering professors and learners to believe and react critically with the aim of changing their contexts.
When I read Pennycook (2001) for the first time, I hadn't understood his reason for talking about the politics of pedagogy, however when trying to comprehend his ideas, through another writer, Wink (2000), I noticed that this is a significant issue that has a pedagogy of change that allows learners to get sociable skills to positively take part in a transformed and inclusive democratic community (Kincheloe, 2007). First of all, because it is essential to reflect after who we have been as well as what we do as educators. Secondly, since it includes the importance of learning from and about our students and their contexts; this is one way "liberatory education is fundamentally a situation where the teacher and the students both need to be learners, both need to be cognitive subjects, in spite of being different". (Freire, 1987, p. 33). Regarding this, Wink (2000) helps Freire's idea by proclaiming that "critical pedagogy asks us to simply accept, respect, and even to observe the other" (p. xiii). Finally, because it makes teachers think about assumptions and paradigms teachers still have, when i mentioned above, in relation to the coaching and learning processes. Hopefully, it will help us experience new changes in both our personal and professional life.
Therefore, this newspaper is a representation on the value critical pedagogy and awareness-raising bring today for pre-service teachers in terms of rethinking terminology classrooms leading to social transformation. To carry out this, I am going to start by handling ideas on what rethinking our classrooms signifies. Then, in the same type of thought, I'll explain critical pedagogy from the perspectives of Wink (2000), McLaren (2003), Shor & Freire (1987), Giroux (2006) and the critical applied linguist Pennycook (2001, 2004, 2005). I am going to also present my understanding of what CP requires. Afterwards, I will identify awareness-raising and discuss how it becomes an exploration of what pre-service professors think and perceive about coaching. Some research studies on these concerns will be cited through the record. Later on, I am going to talk about some pedagogical implications that actually go towards complex role professors and learners are facing today inside our society.
Rethinking our classrooms can be an idea I had taken from the e book called by the same name (2000), which has made me consider the prefixes RE, and UN to be able to analyze and value what I have already been doing in a number of years as a professor and a instructor educator. We sometimes ignore our classrooms and the outside world have a reciprocal relationship: Even though classrooms aren't totally dependant on the outside world, these are part of computer and are influenced by the true representation of our society, where friendship, love, responsibility, commitment, as well as assault, arguments, issues, sadness come to cross. For the reason that our learners point out who they are, what they have discovered in their families, therefore, in the contemporary society they participate in.
This idea has helped me clarify that rethinking our classrooms is not only about describing what is going on there, but interpreting critically and proposing possible paths to make of classrooms, "places of expectation, where students gain glimpses of the type of society we could stay in and where students learn the academic and critical skills needed to make it a reality" (p. 4). These become thought-provoking ideas for prospective teachers who want to transform their college settings by focusing on ideals such as value, tolerance, justice, collateral. Regarding this Freire (as cited in Rethinking our classrooms, 2000) shows that teachers should try to "live part with their dreams of their educational space". (p. 4). It is worthwhile noting that activities where students stand for roles permit them to climb into themselves and explore their thoughts from the inside.
This is a challenging idea, in the sense that traditional paradigms acquired emphasized only the way in which teachers should train, by implementing the techniques that best support dialect teaching, rather than concentrating their attention on classroom students' learning process as well as socio-cultural classroom practices which may have regarding students' lives, their needs and experience. These classroom routines should be: critical, socially participatory, experiential, academically strenuous, activist, joyful, visionary, and culturally hypersensitive:
Critical, socially participatory and experiential as pre-service instructors might foster reflection (theme of further discourse in this paper) among students about their experiences as well as question their realities by debating critical topics and developing real life assignments that move them beyond your classroom setting, through which students might be provoked to develop "their democratic capacities to question, to issue, to make real decisions, to collectively solve problems" (p. 4).
Academically thorough and activist as students have to be inspired to attain levels of educational performance through which they can write and talk with real people, read catalogs and articles that really matter in their local, local, nationwide and international contexts in order to become real estate agents of change who are not only reflecting and assuming critical positions but also operating upon giving them opportunities to achieve that.
Joyful, visionary and culturally hypersensitive as the classroom life should make students feel involved as well as cared about, "pre-figure the kind of democratic world we envision and so contribute to building that culture" (p. 5), as well as understand that the school context is culturally diverse and acknowledge the difference. Therefore, students should understand the ways their lives connect to the broader contemporary society they belong to. That is one of the most important conditions that critical pedagogy addresses, to start rethinking education from students' details of view, and their contexts to attain the purpose of social transformation.
In the next lines, the discussion will bypass the connection between critical pedagogy and consciousness elevating that becomes the system underpinning rethinking our classrooms.
First of most, it is worth emphasizing that critical pedagogy is straight concerned with public change and educational change. It has triggered us to think about what teachers do every day inside our school configurations: the coaching practices and activities, we as professors handle everyday with this students, our co-workers, our dialect classrooms, despite having ourselves. Regarding this, Shor and Freire (1987), two of the main creators within critical education, explain that it is imperative to incorporate professors and students into a common re-creation of knowledge framed in dialogic pedagogy. In addition, Shor and Freire (1987) increase this perspective the thought of creating different possibilities to help instructors think about their professional development, rather than merely establishing a couple of approaches for "gaining literacy or know-how or professional skills or even critical thought" (p. 13). Being so, these critical pedagogues, who are considering dialogue and representation by which professors can become more vigorous members in education, affirm that "through critical dialogues about a text or an instant in population, we make an effort to reveal education, unveil it, see its reasons for being like it is" (p. 13).
When we make reference to the word "critical", we've the tendency to adopt a negative view in virtually any topic or situation. Nevertheless, Pennycook (2001), a critical applied linguist, identifies this term, within pedagogy as "doing something with careful analysis", and being critical as "being involved with sociable change" (p. 11). As I interpret this classification, I discover that "critical" entails a long term inquiry about what instructors have been, whatever we are, and whatever we will become in the future as educators as well as how pre-service professor education can help make this happen goal. Furthermore, Pennycook (2001) offers two other meanings of "critical": important and critical, and these words discussing pedagogy, manage "a few of the central issues in terminology use which may finally transfer to a new point out to be" (p. 21). In addition, Wink (2000) asserts that critical means "seeing beyond, looking within and without and experiencing more deeply the complexities of coaching and learning. Then, pedagogy is seen as the connections between teaching and learning" (p. 30).
Thus, the idea of 'critical' is specially significant for vocabulary teachers as said by Hawkings and Norton (2009), because the subject matter we train 'vocabulary' serves as a mediator in how learners might develop their identity, cultural and social associations on the globe surrounding them. This is to state that, vocabulary is a primary means by which representations and meanings should be deconstructed and negotiated as terminology is not neutral, it explicitly or implicitly conveys meanings, motives and assumptions.
By getting these ideas mutually, we can conceptualize what critical pedagogy is. Wink (2000) argues that the most important legacy she has received from her study of critical pedagogy is the fact that "most of us need to mirror critically on our own experiences and the ones of others" (p. 15). But, Are we able to do this? Do we've time to do it? Do we find it necessary? I feel that the answers to these questions be based upon the commitment we've concerning who we are as teachers. It is not easy to improve paradigms that tie up us to old ways in education, or, in our lives. It really is much simpler to teach a subject, eight hours each day, five days a week, 4 weeks a month, without worrying about the situations that you can do all around us.
Wink (2000) illustrates that it's critical pedagogy why is us mirror and read for much more understanding of our past and future. The same author complements her description by talking about critical pedagogy as "the impetus that triggers people to reflect and read for more knowledge of their former and future, it offers us the courage to learn, relearn, and unlearn what I used to know about coaching and learning" (p. 23).
Similarly, McLaren (2003) points out that CP is "A means of considering, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional constructions of institution, and the cultural and material relations of the wider community, population, and nation-state" (p. 35). He clarifies that critical pedagogy does not constitute a homogeneous group of ideas. It deals with empowering the powerless and transforming sociable inequalities and injustices.
Through this previous statement I can recognize that critical pedagogy has a strong basis on sociable change, and transformation for our communities; there is an urgent need to foster reflection about these issues in our classroom settings, and become committed in our assignments as facilitators, manuals in the daily functions our students follow at college; we do not just teach a subject, it is not only about concluding a program, it goes beyond that. Being a teacher indicates time to hear our students' problems, to make them feel cherished and accepted, most importantly, to ensure they feel that they aren't alone to solve any difficult situation they could live at school or at home. We need to consider the different conditions, contexts, and individual characteristics our students face.
He offers a clear explanation of the three foundational concepts for critical pedagogy. The first is related to politics, the next concerns to culture; and the 3rd deals with economics. He is aware of curriculum seen from two details of view: a theory of interest and a theory of experience, and concludes by talking about that critical pedagogy deals with numerous themes located in distinct fields of research and criticism, such as, feminist pedagogy, critical constructivism and multicultural education. He also is important between schooling and education. The ex - is mainly a function of communal control; the last mentioned has the potential to transform population with the learner performing as an active subject focused on self and cultural transformation.
In an intro to critical pedagogy at a Country wide Congress of Research in Bogota in September 2006, Professors Peter McLaren, Michael Apple and Henry Giroux described that this philosophy of education has definitely politics roots appearing from interpersonal and economic challenges the working-class contemporary society has lived in the USA, challenging education from its traditional methods on the path to interpersonal change. Hence, these ideas have nurtured my eyesight of critical pedagogy. I came to the realization that we instructors should be more reflective, critical and sensitive upon the educational, social and political changes we face in our country, as well as how these changes may influence our neighborhoods.
Likewise, Pennycook (2004) introduces a critical view to pedagogy, in the sense of critical analysis of classrooms where learning occurs; he also reveals different interactions (power, discrimination, racism, etc) among people in a academic community, based on the jobs they play in it. He asserts that "The school room is a microcosm of the bigger social and social world, reflecting, reproducing and changing the globe" (p. 479). Understanding these pedagogues' thought, we instructors are invited to keep reflecting and speaking about critical issues to pedagogy that exceed the instructional aspects of teaching that unveil "the political content of every day situation that occurs in the school room" (Benson, 1997, as cited by Pennycook, 2001, p. 16)
To conclude, CP can be viewed as as an chance to re-evaluate what we should professors are doing in our classrooms, how exactly we are dealing with our students, how exactly we are employing methodologies and strategies that basically fit in our students' contexts, how we are integrating teachers and students into a common re-creation of knowledge framed in a dialogic pedagogy (Shor, 1987). As professor educators we are not only sharing knowledge and understandings, but participating our pre-service teachers in permanent representation as a starting place of transformation which might develop, as Shor (1987) remarks, in the long run into their options for social change.
Up to this point, I have offered important insights about critical pedagogy relative to theoreticians such as Wink, McLaren. Giroux, Shor and Freire, as well as Pennycook. Now, I'll discuss, awareness-raising and representation, as exploration functions underlying pre-service educator education programs which have regarding the continuum preparation that begins from initial instructor preparation (pre-service educators) and continues with in-service teachers courses (Carter & Andre, 1996).
As a starting point towards reflective coaching, awareness arises to bear in mind the aspects I mentioned above, via an exploration of what pre-service educators think and perceive about teaching as a concept. Ellis (1997) argues that awareness-raising methods "are designed to develop the pupil teacher's conscious knowledge of the principles underlying second language teaching and/or the sensible techniques that instructors can use in different types of lessons" (p. 27). Gebhard and Oprandy (1999) believe awareness is related to obtaining and rediscovering coaching beliefs and practices. More so, Clavijo (1998) asserts that "teachers' values are an important factor in understanding class tactics" (p. 4).
Likewise, Richards and Lockhart (1995) claim that teachers' beliefs are derived from different sources, particularly: instructors' own experience as learners, experience of what works best, through which illustrate our thoughts about teaching as an occupation. Gebhart and Oprandy (1999) consider that pre-service teachers have participated in educating "as students in classrooms given that they were very young" (p. 3), therefore, the creators, invite these to "rediscover school room life, in order that they "may have opportunities to be alert to new things in a very familiar place" (p. 3). It really is worth highlighting that pre-service instructors need to mirror about the duty they have on their hands and tutor preparation programs need to get ready them for the truth of these job. The purpose in producing awareness-raising tactics is to provide pre-service instructors a much better basis for understanding how and also to what extent their perceptions play a role in their thoughts and in their coaching.
By the same token, Richards and Lockhart (1999) speak about some results in a study of instructors' beliefs completed in 1991 with teachers of English in Hong Kong. They exhibit that their key role in the school room was: "(1) to provide useful learning activities, (2) give a model of appropriate terminology use, (3) answer learners' questions, and (4) accurate learners' errors" (p. 37). There were other research studies in conditions of assuming new obstacles and characterizing pre-service professors' perceptions of effective professors.
For example, Lin, Gorrell, and Mason (2001), in a study about the road to pre-service educators' conceptual change, compiled the encounters of a series of seminars to check that understanding how to teach is upgraded though the application of a constructivist orientation. The purpose of the analysts was to observe how external incidents challenge pre-service professors' ideals about teaching and learning by a seminar structure in helping them create knowledge, engage in reflection, and have an effect on a conceptual change. The writers concluded by saying that a constructivist method of teacher education provides changes in the pre-service educators' views about coaching and learning which affect their teaching practice. The creators also underline that college student teachers may create their own learning through an interaction among their beliefs, their preceding knowledge and their encounters.
Vifara (2004) in his Master's thesis revealed important findings concerning the role of reflection in pre-service educators' development in the Licenciatura Program at Universidad Nacional. The research attempted to explore the way the student professors' constant representation on the practice interacted with their pedagogical knowledge and they also rebuilt, and produced new knowledge. A reflective cycle was developed, where student teachers appeared to become aware, revise and update their pedagogical knowledge. The conclusions pointed out to self-appraisal as one of the most meaningful habits component in this reflective process. Among the implications the author mentioned was that as professor educators, we have to assume an open attitude to provide conditions in the teaching practice so students can benefit and study from this representation.
Furthermore, the conclusions of a report carried out by Hardwood (2000), about the experience of learning to teach, taken to light, on the one hand, that the issues such teachers are likely to encounter include inabilities to reply in a important way to their students' learning needs, to build up meaningful assessment, or to modify easily to curriculum change. Alternatively, teacher educators need to review the targets of initial professor education programs, and the ways they asses the performance of university student teachers.
Finally, we can not move away from the fact that CP exists in the contextual understanding of schooling and helps pre-service professors notice the need to create a broad variety of ideas and techniques in the words school room where learners and teachers have the chance to have interaction spontaneously, recreate their world to see schools as places "where students will get their voices, reclaim and affirm their histories, and develop a sense of home and collective identity amidst the terminology of larger general population loyalties and social relationships" (Giroux & McLaren, 1989, p. xii)
It is essential then, to engage both pre-service in self-reflection for analyzing and confronting beliefs and perceptions they have towards teaching as an idea so that as a practice. I consider that professors should be open-minded to learn (Wink, 2000) new styles, apply them based on the context they are really immersed in, and find out if those developments go well with their students' learning process; to relearn (Wink, 2000) whatever we at once thought it was appropriate to be developed with our students, which maybe now, it generally does not suit our students' passions and needs whatsoever, and lastly to unlearn (Wink, 2000) traditional paradigms, which have linked us regarding our real objective in the process of helping our students be themselves, of reading the globe that surrounds them, and lastly, of learning from faults.
Regarding the previous ideas I've stated, it's important for teacher teachers in undergraduate programs to build spaces for reflection about coaching and learning procedures. Loughran (2002), claims that for understanding the type of reflection and the worthiness of reflective practice it is important to see it as the idea of problems, a puzzling, inquisitive or perplexing situation. The writer analyzes the worthiness of representation as a meaningful way of learning about teaching to be able to comprehend what teaching includes, and reminds us the value of reflective practice and how it influences the next actions used. An important issue he emphasizes is that experience alone does not lead to learning, reflection on experience is vital to make meaning from the situations that enhance understanding of teachers' activities from a variety of factors of view.
The author helps his research on reflective practice, which furthers practice through representation, and that involves consideration of both "seeing" and "action" to improve the possibilities of learning through experience. Through responsibilities predicated on student-teachers assertions about practice, the writer compares traditional coaching with reflective practice, and exactly how practicum experiences are more meaningful when scholar- educators reconsider their activities not as isolated occurrences, but as situations from which common understandings might be reached. He concludes by saying that an appropriate concentrate on experience in instructor education can be influential in the introduction of effective reflective practice and exactly how it could be important in the introduction of student-teachers' professional knowledge. Reflective practice becomes then a way of beginning to help teacher planning programs integrating theory and practice in meaningful ways.
Pineda (2002) points out that reflection requires two issues, the first one is thoughtfulness about educational ideas and techniques, that is due to the "everlasting critical analysis of educational practices" (p. 12). It entails seeing ourselves to improve our teaching performance, adopting a critical position. The second an example may be "an in-depth exploration of one's teaching practices as a way to construct a good conceptualization of coaching. It implies examining one's view of coaching and learning, because exploring one's teaching experience helps understand the nature of teacher development" (p. 13).
In the same teach of thought, Gilpin (2001) considers representation as a way of thinking and interpreting in order to boost our pedagogical activities. Dewey (1933, as cited in Gilpin, 2001, p. 111) asserts that representation "begins from a felt difficulty and then leads to analysis and generalization". Schon (1983, cited in Gilpin, p. 111) remarks that "it isn't static: implicit in its so this means is action", for Zeichner (1983, as cited in Gilpin, 2001, p. 111) "it is a process of informing practice with reason". Moreover, Gilpin (2001) lists five essential components when doing representation. They can be: noticing, reasoning, change of some sort, questioning, and affective engagement. When I refer to reflection, I mean to think about an issue or a predicament, to investigate how that situation occurs, its implications, to believe a position, also to take an action towards it.
Barlett (1997) refers to "the connection between an individual's thought and action" as a simple idea of representation. Therefore, when we discuss reflective coaching, it will probably be worth noting that we teachers can improve our daily experience through representation, this is the reason why this author boasts that "reflection is more than thinking and focuses on the day-to-day school room teaching of the average person educator as well as the institutional constructions where the teacher and pupil work" (p. 204). It is through representation that pre-service instructors start becoming aware about their role as instructors and learners. They might need an individual and influential attitude to constantly take a look at their ideas and actions about teaching and what encircles it.
Nowadays, reflection in my university context can be an enriching process which involves professors and students; it offers started since early on semesters and goes until they surface finish their studies in tenth semester. Some of my co-workers, who participate in the pedagogy and research areas, work together in this line of thought using their students on studies that have removed beyond language coaching instruction, addressing topics such as students' voices regarding their terminology learning process, as well as other jobs related to gender personal information, gender positioning, sociable exclusion, ecological understanding, educational policies, amongst others. Hopefully, these instructor educators will guide potential teachers towards a crucial understanding of coaching.
Several teacher researchers have focused on these concerns, and also have obtained interesting conclusions which may have helped to foster pre-service educators' reflection of these jobs as future educators. In a report developed at a College or university in Southern Georgia by Slight, Onwuegbuzie, and Witcher (2002), about pre-service teachers' educational values and their perceptions of characteristics of effective educators, researchers suggested the necessity for teachers to struggle their own beliefs when these beliefs contradict what they experience in their field (p. 116). Grounded on researchers such as Doyle, the creators of this research stated that the characteristics pre-service professors bring with them (experiences, knowledge, disposition, values and perceptions) upon admittance into formal planning programs, greatly affected their development as both, students and practitioners of teaching. Their findings fell into three factors that dealt with instructional and management skills, honest and well-tempered tendencies, and knowledge and excitement of/for the topic and the university student. Based on the researchers, this study constitutes a basis for engaging pre-service individuals in self-reflection for the purposes of evaluating and confronting going into beliefs and values they hold regarding various aspects of teaching.
In Colombia, Castellanos (2005) completed a research project that focused about how pre-service teachers create their image as teachers. Four student-teachers from eight semester of any TEFL teacher education program participated in this study. The findings exposed that pre-service professors created identifications with certain role types of professional coaching and benefited from the collaborative interaction using their professors, peers and cooperating educators. Their images mirrored the values they presented about coaching and learning. The researcher concluded by mentioning that it is important to raise consciousness about collective and dynamic views and experience related to language teaching and learning.
Another interesting analysis which ultimately shows how three pre-service teachers from this program of Philology at Universidad Nacional de Colombia reflected after their practicum originated by Ayala (2006). His goal was to proof how such a reflective process is completed, and to show the topics considered. The examination of the data collected through journals, lesson programs, and interviews, confirmed that pre-service instructors thought about their coaching considering different issues such as suggestions from others (critical people), as the planning necessary for their lessons, the worthiness of using the correct materials and the necessity of presenting subject areas of study within a logical syllabus in their practicum. These students-teachers also considered the kind of teaching methodology to be executed with their students in line with the needs research they conducted prior to starting their practicum. Finally, the members reflected about the utilization of the prospective language in school because they used the language as an thing of study more than a method of communication to satisfy the subject areas and lessons of the syllabus.
To conclude, Rodgers (2002) promises that reflection helps us understand that our students' learning is central and our teaching is subordinate to and in service of that goal. Therefore, reflective teaching guides us to the examination of universities, and their results on world. I sum up by noting that reflection provides us with the opportunity to stop and think about ourselves, our attitudes, actions, perceptions, our students, their contexts, to expect a position towards them, and take an action towards change.
Throughout this paper, I have shown on the importance of critical pedagogy and awareness-raising in rethinking our classrooms today. Thus, these places become situations where different representations and visions of the world are shared. What happens in the outside world may impact on what happens in the class, and all what we do in the class room (what we teach, how exactly we coach, the materials we use, how exactly we assess students, how we react to them) have broader implications. Learners might see their teachers as those who are able to listen to them expressing their personal points of view about situations that are not necessarily academic. It really is hard work, but when educators show their determination towards their students, and these trust them, the opportunity to reflect and change items of view towards life is open and might contribute to create school options where positive behaviour and principles are reinforced, to be able to adopt critical and impartial views towards their own activities.
There are five pedagogical implications I want to address directly to the complex functions of instructors today in our society. The first one handles the responsibility we as educators have in our communities (a long time ago, educators used to be leaders, listened by their communities). I believe it is time to get started on getting that position again, even though our voices are not still observed.
The second one identifies viewing instructors as transformative intellectuals (Giroux & McLaren, 1989), pros who are willing to reflect after the ideological ideas that inform our practice, who recognize that we do not have to provide them with all the data they are supposed to know, but to steer them to learn how to learn, how to face and confront themselves. , pros. The third one has regarding the need to create a host that helps pre-service and in-service instructors both understand and echo upon our assignments as society's change generators and transformers. When you can identify the resources of power, realize your own position with regards to vitality and understand the political character of what you learn you can develop your own interpersonal actions.
The fourth one stresses that although it is significant in pre-service coaching to concentrate on preparing experts who know what, how and just why to instruct, pedagogy should be concentrated also on the interaction between teaching and learning. That is to say, to consider learners, their contexts, their needs and interests, asking also about what, how and why these learners would like to learn, as Shor and Freire (1987) assert "liberatory education is fundamentally a situation where the tutor and the students both need to be learners; both need to be cognitive subjects, regardless of being different". (p. 33). It is then a dialogue that builds up a kind of critical reading or critical understanding of society.
The fifth one advocates the creation of more communicative classrooms, where students and educators participate actively and where the attention isn't just focused on how students better learn a language, but how educators along with students converse and listen to each other; this assists solve problems students might face at an individual level within a group.
Teachers need to think about our role as instructors goes beyond educating a class, we might become tutorials, facilitators, mediators as well as listeners, making our students believe that their voices are read and are important to us, they are human beings with the to be wrong, and most importantly, that people are educators and students who are learning to construct a new technology of ideals in regards to the kind of folks we are building in our population. As mentioned by Corson (2001) professors need to redefine their assignments in schools to be able to ascertain their connections among themselves, students and communities.