Akademik Veri Yönetim Sistemi
Current Research in Social Sciences, cilt.11, sa.2, ss.509-524, 2025 (TRDizin)
The Survey of English Literature is an obligatory two-semester field course in the English Language
Teacher Education curriculum. Preceding another two-semester course that
focuses on the use of literature in foreign language teaching, the survey
course is grounded in the study of canonical texts, historical literary
traditions and stylistic elements, and has considerable importance in providing
pre-service teachers with foundational literary knowledge and a basic toolkit
for literary analysis. However, it holds another significant yet unexploited
potential for transformative learning in teacher education. This article
proposes TRACE as a pedagogical model that integrates literary analysis with
reflective and creative writing practices, tailored to the needs of pre-service
English teachers who have stepped into the realm of literary studies in a
foreign language. Drawing on theories of transformative learning, reflective
practice, creative pedagogy, intercultural language education and teacher
identity, the proposed model aims to foster critical cultural awareness,
pedagogical voice, and cultural empathy through reflective tasks, creative
reimagining and repurposing of literary texts and interculturality-responsive
tasks. Geared for implementation in a restructured English Literature course
for pre-service teachers, the model provides engagement with literary texts
written by authors such as Chaucer, Shakespeare and Blake in a pedagogically reoriented
way to support intercultural insight and teacher identity development. The
article outlines the model’s rationale, design and classroom applications,
offering a replicable framework for instructors in search of ways to bridge
literature and reflective practice in teacher education.