Critical Performative Pedagogy for Korean English Teachers
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In response to recent curriculum needs in secondary education in South Korea, this research suggests a contextualized use of critical performative pedagogy (CPP) (Harman & French, 2004) as an alternative English teacher education model. Informed by the pedagogy of multiliteracies (New London Group, 1996) and reflection literacy (Hasan, 1996), CPP supports teachers in re-creating and reflecting on their learning and teaching experiences. It also encourages teachers to explore problematic policies and practices in a particular cultural context and to find possible resolutions collaboratively. This study was designed for the professional development of four pre-service Korean English teachers (KETs) for one semester. The pedagogical design of CPP for KETs includes the use of interactive and sequenced experiential activities (e.g., interviewing, narrative writing, storytelling, performances of stories, and analysis of performances) that promote critical awareness of the sociocultural context and factors at play. This paper discusses reflexive, supportive, and transformative aspects of CPP practice and their role as essential developmental elements for KETs. The conditions for both effective CPP and challenged application of CPP are provided for Korean English teachers and teacher educators.
Abstract
In response to recent curriculum needs in secondary education in South Korea, this research suggests a contextualized use of critical performative pedagogy (CPP) (Harman & French, 2004) as an alternative English teacher education model. Informed by the pedagogy of multiliteracies (New London Group, 1996) and reflection literacy (Hasan, 1996), CPP supports teachers in re-creating and reflecting on their learning and teaching experiences. It also encourages teachers to explore problematic policies and practices in a particular cultural context and to find possible resolutions collaboratively. This study was designed for the professional development of four pre-service Korean English teachers (KETs) for one semester. The pedagogical design of CPP for KETs includes the use of interactive and sequenced experiential activities (e.g., interviewing, narrative writing, storytelling, performances of stories, and analysis of performances) that promote critical awareness of the sociocultural context and factors at play. This paper discusses reflexive, supportive, and transformative aspects of CPP practice and their role as essential developmental elements for KETs. The conditions for both effective CPP and challenged application of CPP are provided for Korean English teachers and teacher educators.
참고문헌 (58)
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