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Was I being critical? Vision and action in English language teacher education
2019
HOW
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
doi:10.19183/how.26.2.506
fatcat:igxdr2msjvfv7lvkmr35fle3bm