Revisiting an anti-Machiavellian model for teacher education: A critical perspective

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Tarih

2024

Dergi Başlığı

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Yayıncı

SAGE Publications

Erişim Hakkı

info:eu-repo/semantics/openAccess

Araştırma projeleri

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Özet

This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.

Açıklama

Anahtar Kelimeler

Critical Pedagogy, Critical Teacher Education, Anti-Machiavellian Second Language Teacher Education

Kaynak

Power and Education

WoS Q Değeri

N/A

Scopus Q Değeri

Q3

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Sayı

Künye

Kamali, J. (2024). Revisiting an anti-Machiavellian model for teacher education: A critical perspective. Power and Education, 1-17. http://doi.org/10.1177/17577438231225157