摘要：This research is addressed to the critical consciousness of English major MA supervisors, employing the approach of critical pedagogy. This research includes three dimensions of teachers’ beliefs about critical consciousness, corresponding behaviors in the class and reflections after the class. The methods and data were collected by face-to-face interviews and classroom observations from three English major MA supervisors. The research findings can be summarized as the following respects: Firstly, three English major MA supervisors all have a good command of critical pedagogy and critical consciousness. Secondly, two English major MA supervisors bring the awareness to the class topics in the real social life, and pay much attention to the sociopolitical themes. Thirdly, only one supervisor pays close attention to the communicating with students and encouraged discussions, while two supervisors mainly adopt the teaching process of teacher-centeredness. Finally, Three English major MA supervisors do reflect after the class and their reflections do not guide directly their next teachings. What’s more, their reflections are not their own behaviors, but their students’ learning behaviors.
其他摘要：This research is addressed to the critical consciousness of English major MA supervisors, employing the approach of critical pedagogy. This research includes three dimensions of teachers’ beliefs about critical consciousness, corresponding behaviors in the class and reflections after the class. The methods and data were collected by face-to-face interviews and classroom observations from three English major MA supervisors. The research findings can be summarized as the following respects: Firstly, three English major MA supervisors all have a good command of critical pedagogy and critical consciousness. Secondly, two English major MA supervisors bring the awareness to the class topics in the real social life, and pay much attention to the sociopolitical themes. Thirdly, only one supervisor pays close attention to the communicating with students and encouraged discussions, while two supervisors mainly adopt the teaching process of teacher-centeredness. Finally, Three English major MA supervisors do reflect after the class and their reflections do not guide directly their next teachings. What’s more, their reflections are not their own behaviors, but their students’ learning behaviors.
