''Transformative Pedagogy'' in the Context of Language Teaching: Being and Becoming

This paper examines, ''transformative pedagogy'' in post-primary, language teacher education in Ireland from philosophical, psychological and social perspectives. Links are made, where appropriate, to findings from a study at the National University of Ireland, Galway, Ireland. The construct supports teacher and pupils in developing their identity as persons for whom relationships are based on interdependence. It examines conditions that can support them in developing the capacity as ''beings-in-relation'' as well as ''beings-in-becoming''. Key theoretical perspectives are used to frame the discussion: 1) identity, 2) beliefs and attitudes, 3) moral-ethical values, 4) socio-affective factors, 5) social interaction/collaboration, 6) target language use 7) meta(cognition), 8) school and wider society.