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Exploring Teachers' Perceptions of a Training Workshop on Multimodal Pedagogy: Implications for a Socio-Critical Agenda
Abstract
The present study offers a unique glimpse into the perceptions of multimodality held by two EFL and two L1 teachers in a primary school in Spain, before and after participating in a film-based workshop on the topic of female empowerment. Data was collected via semi-structured interviews held with the participants to explore their prior knowledge and experience of multimodal pedagogy and their willingness to incorporate it into their classroom practice. The results suggest that although teachers employed multiple ICT resources in their teaching, they did so without an in-depth awareness of the affordances of multimodality for enhancing students' language learning. Two teacher profiles were identified revealing either complacent or conscientious attitudes towards the future use of multimodal pedagogy. In both cases, the socio-critical component of the workshop was overlooked, suggesting the need for more sustained training in raising teachers' awareness of the full potential of pursuing a multimodal and socio-critical agenda.
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