ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 21 articles
Empowering Minds and Fostering Inclusion: ELT Graduate Students' Experiences with Critical Pedagogy
Provisionally accepted
- Çağ University, Mersin, Türkiye
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This research focuses on how graduate students in a Master's level English Language Teaching (ELT) program in Türkiye 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. 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 semi-structured 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. 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. 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.
Keywords: critical pedagogy, transformative learning, ELT Teacher Education, reflective practice, disorienting dilemmas
Received: 02 Aug 2025; Accepted: 03 Nov 2025.
Copyright: © 2025 Zaimoğlu and Dağtaş. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Senem Zaimoğlu, senemdag@cag.edu.tr
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