The use of a self-reflective instrument in pre-service language-teacher education context towards critical literacy and social transformation - sociocultural autonomy, technology, and their intertwinements

Abstract

In this study, we use a self-reflective instrument to implement a pedagogical practice aimed at critical reflection to better understand the development of Critical Literacy in pre-service education and foster reflections on language teaching related to sociocultural autonomy, the use of technology and their intertwinements. Hence, we constructed and thereafter used the self-reflective instrument with 30 pre-service language teachers. We used Atlas.ti software to assign analysis categories. When analyzed from the perspective of Critical Literacy, the findings demonstrate that self-reflective instruments can encourage critical reflection and promote opportunities for problematizing concepts and conceptions. Regarding the notion of autonomy, the research participants' reflections evidence a tendency to individually perceive autonomy, even if, collectively, the concept of sociocultural autonomy may be new to these teachers. The reflections on digital technologies, in turn, underscore that, although technology can expand learning opportunities, access to it only by a privileged social group tends to increase social inequality. Consequently, only a restricted group has its voice heard, curbing possible the emancipatory processes of less privileged classes and making it harder for social transformation to occur in society. We therefore conclude that pre-service language teachers wish language education would lead to the development of critical-thinking citizens determined to build a less inequitable society with more opportunities for all.