Critical Literacy needs teachers as transformative leaders. Reflections on teacher training for the introduction of the (new) Modern Greek language curriculum in Cyprus |
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| Authors: | Lefkios Neophytou Stavroula Valiandes |
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| Institution: | 1. School of Education, University of Nicosia , Nicosia , Cyprus neophytou.l@unic.ac.cy;3. Cyprus Pedagogical Institute , Nicosia , Cyprus |
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| Abstract: | The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that promotes the notion of ‘the humane and democratic school' and emphasises the right of every child to succeed. In this context, the new Modern Greek language curriculum in Cyprus has been moulded upon the notion of Critical Literacy (CL). CL is neither an instructional strategy nor a lesson plan. It is a philosophical belief committed to a different worldview. As such, CL requires people's acceptance. Not just students but also teachers must first learn, understand and embrace the notion before applying its principles to their practice. This can only be done through a process of transformative leadership enabling teachers to become transformative leaders themselves. Has this axiom been taken into consideration in the case of Cyprus? Do teachers in Cyprus learn about CL in a process of transformative leadership? This article will attempt to answer these questions utilising the testimonies of Sandra, a primary school teacher who attended the seminars and workshops organised for training teachers to use the new language curriculum. |
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| Keywords: | curriculum teacher training pedagogy leadership |
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