It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments

• Authors: Barbara Muszyńska , María Elena Gómez-Parra

Title variants

PL

To jest zintegrowane!? modelowanie założeń pedagogiki krytycznej dla przyszłych nauczycieli.

Abstracts

PL

Uczenie się oznacza zrozumienie pozycji władzy oraz istoty reprodukowania wiedzy, gdyż są one odzwierciedleniem powielanych społecznie światopoglądów. Jeśli programy kształcenia nauczycieli nie odzwierciedlają problemów, z jakimi borykają się niedostatecznie reprezentowane populacje, może to prowadzić do marginalizacji pewnych grup studentów i powodować wyższy odsetek osób porzucających naukę. Dlatego też niniejsze badanie miało na celu ustalenie, czy wybrane programy przygotowawcze dla nauczycieli w Polsce i Hiszpanii uwzględniają zasady pedagogiki krytycznej w swoich programach kształcenia, przygotowując nauczycieli do pracy w zróżnicowanych środowiskach edukacyjnych. Metodologia tego badania została powielona z analizy przeprowadzonej przez Courville-Mayers & Figueroa-Flores (2020), jako że jest to badanie replikacyjne. Analiza treści została wykorzystana do określenia obecności założeń pedagogiki krytycznej opracowanych przez Giroux (zrewidowanych w 2020 r.) w sylabusach przedmiotów podstawowych. Wyniki badań pokazują, że rozmieszczenie zasad pedagogiki krytycznej w programach kształcenia nauczycieli jest nierównomierne, a niektóre zadady nie znalazły żadnego odzwierciedlenia w sylabusach.

EN

Learning means understanding of the positionality of the producers of knowledge and their power since it is them who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrepresented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for working in diverse educational environments. This study’s methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content analysis was used to determine the presence of a critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses’ syllabi. The findings show that the distribution of the CP principles is uneven and some of the tenets found no representation in the syllabi.

Keywords

PL

opracowanie programów nauczania; różnorodność językowa i kulturowa; kształcenie wstępne nauczycieli; pedagogika krytyczna

EN

critical pedagogy; pre-service teacher training; linguistic and cultural diversity; curriculum development

• Publisher: Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
• Journal: Forum Oświatowe
• Year: 2022
• Volume: 34
• Issue: 1(67)
• Pages: 11-21

Dates

published

2022

Contributors

author

Barbara Muszyńska

author

María Elena Gómez-Parra

• University of Cordoba

• https://orcid.org/0000000178703505

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Identifiers

DOI

10.34862/fo.2022.1

Biblioteka Nauki

2143796