Empowering minds and fostering inclusion: ELT graduate students' experiences with critical pedagogy

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dc.authorid0000-0002-6991-4455
dc.authorid0000-0003-4226-500X
dc.contributor.authorZaimoğlu, Senem
dc.contributor.authorDağtaş, Aysun
dc.date.accessioned2026-02-27T11:04:48Z
dc.date.available2026-02-27T11:04:48Z
dc.date.issued2025
dc.departmentFen Edebiyat Fakültesi
dc.description.abstractIntroduction This research focuses on how graduate students in a Master's level English Language Teaching (ELT) program in T & uuml;rkiye experienced transformative learning through a course on critical pedagogy (CP). Grounded in Mezirow's transformative learning theory and Freirean principles, the study explores how engagement with the sociopolitical dimensions of language education challenged participants' assumptions and transformed their cognitive, emotional, and relational understandings of teaching.Methods Data were collected from eight participants through weekly reflective journals structured around Gibbs' Reflective Cycle that guides individuals to reflect systematically on their experiences and follow-up semistructured interviews. Following Braun and Clarke's six-phase framework to thematic analysis, five overarching themes were identified that encapsulate the participants' experiences: Confronting Disorienting Dilemmas, Shifting Perspectives (Cognitive Transformations), Navigating Emotional Journeys, Evolving Classroom Relationships, and Embracing Transformative Learning Processes.Results The results revealed that participants encountered disorienting dilemmas that prompted self-examination and shifts in identity, beliefs, and pedagogical stances. While students valued dialogic learning, critical inquiry, and real-world connections, some reported discomfort when addressing controversial topics-highlighting persistent hierarchical dynamics within educational settings.Discussion Despite these tensions, participants demonstrated growing commitment to inclusive and socially engaged teaching. This research contributes to inclusive teacher education by demonstrating how structured reflection and emotionally responsive learning environments can foster transformation. It also calls for further research on the long-term enactment of critical pedagogy in diverse institutional contexts.
dc.identifier.citationZaimoğlu, S., & Dağtaş, A. (2025). Empowering minds and fostering inclusion: ELT graduate students’ experiences with critical pedagogy. Frontiers in Psychology, 16, 1678565.
dc.identifier.doi10.3389/fpsyg.2025.1678565
dc.identifier.issn1664-1078
dc.identifier.pmid41341727
dc.identifier.urihttp://dx.doi.org/10.3389/fpsyg.2025.1678565
dc.identifier.urihttps://hdl.handle.net/20.500.12507/3512
dc.identifier.volume16
dc.identifier.wos001628332500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakPubMed
dc.institutionauthorZaimoğlu, Senem
dc.institutionauthorDağtaş, Aysun
dc.institutionauthorid0000-0002-6991-4455
dc.institutionauthorid0000-0003-4226-500X
dc.language.isoen
dc.publisherFRONTIERS MEDIA SA
dc.relation.ispartofFRONTIERS IN PSYCHOLOGY
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCRITICAL PEDAGOGY
dc.subjectTRANSFORMATIVE LEARNING
dc.subjectELT TEACHER EDUCATION
dc.subjectREFLECTIVE PRACTICE
dc.subjectDISORIENTING DILEMMAS
dc.titleEmpowering minds and fostering inclusion: ELT graduate students' experiences with critical pedagogy
dc.typeArticle

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