An inquiry‐based approach to teacher professionalism: toward a trichotomous model of critical ethnography

Abstract

Self‐directed professionalism, which manifests itself in the dual goals of classroom efficacy and teacher professional efficacy, could be best promoted via Critical Ethnography. This emancipatory praxis applied critical ethnography as viable pedagogical tools in self‐directed teacher professional development. Over a period of nine months at a university in Iran, the teacher, working collaboratively with 23 learners, assumed the role of critical ethnographer. Data were triangulated from different sources: classroom observation; critical content analysis of materials; and semi‐structured interviews. The analysis of in situ data suggested a local critical ethnography that is informed by EFL local exigencies and dialogical methods. This trichotomous model of critical ethnography consists of Self‐reflexivity, Multivocality and Transformative Praxis. Through narration and journal logs, participants gained awareness for their role in maintaining and reproducing the status quo (self‐reflexivity). Diverse and contradictory voices in giving solutions to confront dominant ideologies were encouraged through classroom group discussion (multivocality). Eventually, participants endeavoured to act as the agents of social changes via interrogating and resisting the status quo (transformative praxis).

Keywords:

• critical ethnography
• multivocality
• self‐reflexivity
• teacher self‐directed professionalism
• transformative praxis