Search results for: Critical practice
Page 1/1 5 items
Developing (as) Critically Reflective Practitioners: Linking Preservice Teacher and Teacher Educator Development
This article describes a U.S. based multi-year study focused on understanding how a critical reflective practice informs the identities and practices of two teacher educators and a group of preservice teachers. Using a self-study methodology, the authors have examined the processes and practices of their own identity development, alongside that of their preservice teachers. Using a framework as a tool for reflection, they posited a series of questions as a prompt for collaborative reflective writing. In their analysis of these written reflections, they discovered a process of becoming more reflective and expansive through writing, explicitly identifying the contextual factors at play in their personal development as educators. In addition, they found that this method of self-study became a space for transformational learning, where educators could share, be vulnerable, take risks but also care for one another in the process. The findings from this study highlight the importance of careful, critical reflection when supporting new educators.
Updated: Jul. 20, 2021
Managing the delicate matter of advice giving: accomplishing communicative space in Critical Participatory Action Research
Critical Participatory Action Research (CPAR) requires communicative space to develop shared understandings and decisions. The authors examine the interactional accomplishment of such a space between a classroom practitioner and an academic researcher when meeting to reflect on a lesson and agree on future action to bring about change in the practitioner’s classroom practice. Conversation analysis of an audio recording of the meeting establishes how advice giving emerged and was managed as a delicate matter that required achieving shared understandings of what actually happened in the lesson, what could have happened, and what should happen in future lessons. Findings provide insights into how participants used reported and hypothetical speech to manage advice and reach agreement, produce and maintain intersubjectivity through interaction, and address epistemic asymmetry related to the differing experiences and roles that they brought to the action research study. Overall, the article contributes understandings of the ways that interactions produce communicative space in CPAR.
Updated: Feb. 04, 2021
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
Updated: Aug. 30, 2020
This paper engages with some of the specific issues that challenge critical practice. The author's argument is related to the Carr and Kemmis debate on 'staying critical'. It is the author's view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. The author claims that emancipatory action research is the glue that binds critical praxis in a unity of theory and action.
Updated: Dec. 31, 2007
Teacher education as or for social and ecological transformation: place-based reflections on local and global participatory methods and collaborative practices
The article describes two social and ecological transformation teacher education projects in Canada. The projects utilized the 'critical place-based' transformative teacher education program agenda. The studies were directed at several questions regarding the critical place-based approaches, and their relationships to the United Nation's Decade of Education for Sustainable Development (UNDESD).
Updated: Dec. 25, 2007