Search results for: Praxis Inquiry
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“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.
Updated: Nov. 18, 2021
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008