In this article, we present the findings of a case study, which aimed to explore the experience of a study group, which was comprised of English teachers from different contexts. Data indicate that teacher development experiences should not only strive for the development of theoretical clarity but also for the development of critical awareness of the self and the world around. For this reason, this theoretical clarity and critical awareness may serve as the basis for the possibilities of a humanizing pedagogy in language teaching and learning. Received: 2013-11-30 / Reviewed: 2014-04-23 / Accepted: 2014-06-03 How to reference this article: Echeverri-Sucerquia, P. A., Arias, N., & Gomez, I. C. (2014). La Pedagogia Critica en la Formacion de Docentes de Ingles: La Experiencia de un Grupo de Estudio. Ikala, Revista de Lenguaje y Cultura, 19 (2), 167-181. Normal 0 21 false false false ES-CO X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Tabla normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;}