This paper reports on a research study that engaged English language teacher educators (ELTE) in Indonesia and investigated their perspectives of the teaching of critical reading. The findings suggest that Indonesian academics identify the skills that are involved in critical reading and how to teach them, but not why they choose a specific teaching practice. Based on this finding, the researchers argue that in the absence of a rationale that would link the “What?” and the “How?” of teaching, missing are perspectives that can demonstrate the lecturers’ understanding of the transformative value of the teaching methods that they use.
|Number of pages
|Conference Proceedings. The Future of Education 2019
|Published - 20 Jun 2018
|International Conference The Future of Education - Florence, Italy
Duration: 28 Jun 2018 → 29 Jun 2018
Conference number: 8th Edition