Critical Performative Pedagogy and Its Applications in English Teacher Education in Korea

In response to a call for more action research in language teacher education, this research aims to show how critical performative pedagogy (CPP) is applied to English teacher education in South Korea. CPP includes a series of multimodal activities for language teachers, such as narratives, storytelling, forum theatres, critical discourse analysis, and reflections. This research focuses on four teacher-researchers’ reflections on the process of CPP during a semester-long graduate course and the post-reflections after the end of the course. The participants’ reflections were collected and analyzed through a case study method. The findings show that their participation in CPP helped the participants critically reflect on and challenge the power issues in English teaching, such as the native speaker fallacy. Moreover, their CPP practices helped the participants transform their everyday practices. This research provides important implications for integrating critical pedagogy into English teacher education programs and its influence on future classroom settings in South Korea.