Integrating literature in a curriculum for language teacher education tends to face resistance and scepticism in different national contexts, such as in the Portuguese case. General pedagogical knowledge and skills should be made compatible with subject knowledge and competences without imposing a dominant position in language education curricula. Moreover, actual reflective teachers should feel empowered, as teachers-philosophers, to constructively (re)question curricular guidelines, syllabi, and established (canonical) criticism so as to allow for the co-construction of meanings, validating renewed interpretations and making space for a more inclusive reading list of titles.
|Title of host publication||Literature and Intercultural Learning in Language and Teacher Education|
|Editors||Ana Matos, Silvia Melo-Pfeifer|
|Place of Publication||Bern|
|Number of pages||12|
|Publication status||Published - 2020|