Abstract

Transformative pedagogies is a theoretical discussion of contextual situations, which impacts identity transformation in pre-service teachers in an education program which provide implicit and explicit suggestions about themselves, self-efficacy, self perception and, their ability to make, or chose to make successful instructional decisions This discussion is hinged on the theories of critical constructivism which facilitates an inquiry in the socio-cultural, psychological contexts of personal literacy. An understanding of ways in which pre-service teachers work through interactive process, as a response to different modalities of information is important in helping educators decipher the underlying systems of values and ways of thinking that enable instructional choices of teacher candidates. Analyzing and responding to contextual modes of communication go beyond deciphering coded messages, they involve internalizing and responding to contextual information through socio-cultural, psychological and cognitive processes that determine the possible outcomes of interactions with such information.