Cul-De-Sac from Diehard Traditions: The Demise of Action Research in Teacher Education

Autor/in	Zireva, Davison
Titel	Cul-De-Sac from Diehard Traditions: The Demise of Action Research in Teacher Education
Quelle	In: Educational Research and Reviews, 12 (2017) 15, S.725-731 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Action Research; Teacher Education; Critical Theory; Participatory Research; Teacher Educators; Student Teachers; Foreign Countries; Reflection; Qualitative Research; Student Teacher Supervisors; Teacher Attitudes; Phenomenology; Interviews; Zimbabwe + Suchen Sie Ihr Suchwort? Projektforschung; Lehrerausbildung; Lehrerbildung; Kritische Theorie; Forschungstätigkeit; Teacher education; Education; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Qualitative Forschung; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Simbabwe
Abstract	Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed through participatory action research. Reflective practice is the contradistinction of routine practice and is focused on the interrogation and subsequent improvement of one's own practices. A qualitative research was carried out with nine lecturers at a teacher education college about their experiences in supervising students who embark on participatory action research. The interview participants were selected using the snowball sampling technique. The data generated were analyzed by employing the Johnson-Christenson method. The results point to that the teacher educators categorically denounce participatory action research and are not conversant with the techniques to develop reflective practice through action research. They tend to stifle reflective practice by being prescriptive on "transactions" of research practice and work practice based on their own experiences which Dewey refers to as "miseducative" experiences. It is recommended that the teacher educators should be conscientized about how action research has the potential to promote the development of reflective practice. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01