This study aims to find out how a selection of upper-secondary Swedish teachers engage their ESL students in critical self-reflection, as well as what their motivations behind these choices are. Specifically, this study aims to provide support for the hypothesis that teachers actively avoid social learning in correlation with critical self-reflection. Through an interview process and analysis, it was found that the interviewed teachers did, in fact, actively avoid social methods and activities when teaching critical self-reflection, due to a variety of reasons. The main motivations behind opting for solitary or individual critical self-reflections were age, group dynamics, student dispositions, and language proficiency.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hig-44593 |
| Date | January 2024 |
| Creators | Sandström, Abigail |
| Publisher | Högskolan i Gävle, Avdelningen för humaniora |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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