Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-02-12 DOI:10.1016/j.system.2025.103613

Büşra Müge Özdil , Emre Debreli

{"title":"Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?","authors":"Büşra Müge Özdil , Emre Debreli","doi":"10.1016/j.system.2025.103613","DOIUrl":null,"url":null,"abstract":"<div><div>This study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. It dwells on the characteristics of the language teachers’ teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other has also been focused on. Data were collected from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured interviews. The findings revealed that the instructors took over diverse roles in their teaching philosophies and relevant practices. While their teaching philosophies can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also a few areas where there is firm agreement with the role of passive technicians, which can be categorized as engaging in research and power distribution in the classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103613"},"PeriodicalIF":4.9000,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X25000235","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. It dwells on the characteristics of the language teachers’ teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other has also been focused on. Data were collected from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured interviews. The findings revealed that the instructors took over diverse roles in their teaching philosophies and relevant practices. While their teaching philosophies can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also a few areas where there is firm agreement with the role of passive technicians, which can be categorized as engaging in research and power distribution in the classroom.

查看原文本刊更多论文

从批判教育学的视角探讨高等教育背景下的语言教师角色：传递还是转变？

本研究基于Kumaravadivelu（2003）对教师的分类，即被动技术人员、反思实践者和变革知识分子，探讨了高等教育机构中语言教师的假设和实践角色。论述了语言教师教学理念的特点及其在实践中的运用。参与者的教学理念和他们的课堂现实在多大程度上相互对应也得到了关注。通过反思日志、课堂观察、实地笔记和半结构化访谈，从10位语言教师那里收集数据。调查结果显示，教师在教学理念和相关实践中扮演了不同的角色。虽然他们的教学理念可以与反思性实践者的理解联系在一起，但他们的日常现实显示出被动技术人员角色的几个倾向。在一些领域，被动技术人员的角色也得到了坚定的认同，这可以归类为从事研究和课堂上的权力分配。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.