"From Worse to Better": How Kenyan Student-Teachers Can Use Participatory Action Research in Health Education

Autor/in	Dahl, Kari Kragh Blume
Titel	"From Worse to Better": How Kenyan Student-Teachers Can Use Participatory Action Research in Health Education
Quelle	In: Educational Action Research, 22 (2014) 2, S.159-177 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.859089
Schlagwörter	Foreign Countries; Student Teachers; Health Education; Action Research; Participatory Research; Schools of Education; Teacher Education; Higher Education; Elementary Education; Critical Theory; Focus Groups; Interviews; Goal Orientation; Reflection; Student Centered Curriculum; Teaching Methods; Cooperation; Educational Innovation; Student Attitudes; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Projektforschung; Forschungstätigkeit; Erziehungswissenschaftliche Fakultät; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Elementarunterricht; Kritische Theorie; Interviewing; Interviewtechnik; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Instructional innovation; Bildungsinnovation; Schülerverhalten; Kenia
Abstract	This study focuses on Kenyan student-teachers' professional learning and development in health education in a participatory action research project conducted in one Kenyan teacher training college. The aim was to explore the potential of participatory action research to instigate change in student-teachers' health education practices in a pedagogical context often described as authoritarian, teacher dominated and science oriented. Twenty-nine Kenyan second-year student-teachers envisioned and experimented with health education practices in primary schools as part of a participatory action research project, drawing on emancipatory values. Experiences from the participatory action research are discussed, drawing on critical theory to understand emerging themes such as reflexivity, development of multiplicity in health education and empowerment. The paper concludes that participatory action research in Kenyan teacher education potentially offers a site for educational development, in spite of the somewhat disempowering setting of teacher training colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10