Source: Asia-Pacific Journal of Teacher Education, Volume 40, Issue 1, 2012, pages 67-78
This article reports on a research which probes new directions of teacher education and school–university partnerships.
The authors present preliminary evidence of the theorising of teaching practice by pre-service teachers and university staff as they work together with the praxis inquiry protocol and preliminary data regarding the generation of Philosophical Project Knowledge.
The project attempts to open up the question of epistemological equity for lower socio-economic children in particular by describing and theorising practice involving pre-service teachers so that communities of practice are established in all classrooms.
The research stance is one of democratic practitioner research so that generalised ideas emerge from professional practice and are embedded in the reality of classroom problems and experience.
In adopting a general research methodology of autoethnography, the authors critically reflect on, analyse and change their own practice without being judgemental of others.
Ongoing discussion of ethical conduct is a central aspect of self-critical professional practice.