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This book examines how social justice principles can transform English Language Teacher Education (ELTE) programmes in Latin America. It showcases both research and practical applications conducted with pre-service and in-service teachers across Latin America. It was originally published as a special issue of
Teachers and Teaching.
List of contents
Introduction: social justice and language teacher education from Latin America
1. Social justice in English language learning in Ecuador: beliefs of indigenous higher education teachers and indigenous and mestizo student teachers
2. School and social educational vulnerability in Chile: Experiences and preparedness of novice teachers of English
3. Student teachers' knowledge production processes within socially just educational principles and practices in Brazil
4. Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility
5. Striving to cope: the quest for social justice in initial teacher education in Uruguay
6. The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography
About the author
Darío Luis Banegas is a Senior Lecturer in Language Education at the University of Edinburgh, UK. His main areas of interest are language teacher education, inclusion, curriculum, and action research.
Hugo Santiago Sanchez is a Senior Lecturer at the University of Bath, UK. He specialises in language teacher cognition, pre-service and in-service teacher education, and critical pedagogies.
Summary
This book examines how social justice principles can transform English Language Teacher Education (ELTE) programmes in Latin America. It showcases both research and practical applications conducted with pre-service and in-service teachers across Latin America. It was originally published as a special issue of Teachers and Teaching.
