Abstract Book of the 9th International Conference on Research in Education, Teaching and Learning
Year: 2025
DOI:
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Critical Literature Pedagogy Knowledge of Pre-Service English Teachers
Princess Gerbie C. Durante
ABSTRACT:
Critical Literature Pedagogy (CLP) is an approach to teaching and assessment of literature that focuses on reading against the text and questioning norms, biases, and stereotypes both evident and hidden in the literature. It tackles five domains including canonicity, context, literary elements, reader, and assessment. This mixed-methods convergent study focused on identifying whether there will be a significant difference in the knowledge of CLP as an approach to teaching and assessment of literature among pre-service English teachers in a state-operated teacher education college in a university in the Philippines, after being introduced to CLP. The results indicated that participants of the study evaluated themselves to have a significant change in the level of knowledge of CLP, in general and in its various domains illustrating a mean knowledge of 2.87 (Knowledgeable) prior to introduction to CLP to 3.73 (Very knowledgeable) after introduction to CLP, with a p-value of 0.00 at α=0.05. These results are supported by qualitative data with the participants claiming that CLP influenced their content and pedagogical knowledge in the teaching and assessment of literature intellectually, socially, and both inside and outside of the classroom. However, participants also recognize the challenges in the use of CLP identifying Teacher-factor, Student-factor and Administrative-factor that may serve as hindrance to CLP implementation. Strategies for overcoming these challenges were also identified falling under these themes: Technological, Pedagogical and Content Knowledge. Implications drawn in the study are utilized to inform instructional practices, instructional design development and assessment, including evaluation tool used for evaluating final demonstration performance of pre-service English teachers.
keywords: Critical Language Pedagogy, Critical Literature Pedagogy, Quality Education, Sustainable Development Goals, Teacher Education