the application of critical pedagogy in educational contexts has received adequate research attention over the last decades. the main focus of this strand of research has, however, been on raising awareness of the educators. nevertheless, little is known about the consequences of the violation of critical pedagogy principles from efl teacher trainers’ perspectives. to begin to address this gap ...

This article constitutes a critique from the inside of constructivist pedagogy. It begins with a short history of constructivist pedagogy and its relationship to constructivist learning theory. It then addresses four issues in the ways in which constructivist pedagogy are being approached in research and practice. The first issue recommends more of a research focus on student learning in classr...

introduction: india has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. there is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st century. this manuscript provides a landscape of faculty development programs in india, identifying gaps and opportunities ...

BACKGROUND Continuous training of teachers, in discipline and pedagogical topics, is a key step to improve the quality of educational processes. AIM To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. MATERIAL AND METHODS Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Ma...

Education, by regarding the social and critical elements can be traced back to the 20th century. Critical pedagogy was started out of the need of reforming education in a way that it would acknowledge the influence of the present social and political elements in each and every educational context. Some critical theorists applied ideas in critical theories to education in the society....

This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forw...

This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level—face-to-face pedagogy— and then critiques what he describes as a ‘fetishisation’ of technological pedagogy—a fetishisation seen in the increa...