Theorising On-Site Teacher Education: Philosophical Project Knowledge (PPK)

Autor/inn/en	Arnold, Julie; Edwards, Tony; Hooley, Neil; Williams, Jo
Titel	Theorising On-Site Teacher Education: Philosophical Project Knowledge (PPK)
Quelle	In: Asia-Pacific Journal of Teacher Education, 40 (2012) 1, S.67-78 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2011.643763
Schlagwörter	Evidence; Communities of Practice; Preservice Teacher Education; Research Methodology; Confidentiality; Teaching Methods; Educational Change; Models; Partnerships in Education; School Community Relationship; Educational Practices + Suchen Sie Ihr Suchwort? Evidenz; Community; Lehramtsstudiengang; Lehrerausbildung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Analogiemodell; Hochschulpartnerschaft; Bildungspraxis
Abstract	Working within the general framework of Habermas and Shulman, the research reported here probes new directions of teacher education and school-university partnerships. The paper presents 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. Reported examples of practice are paraphrased and de-identified with protocols regarding privacy and confidentiality followed. Ongoing discussion of ethical conduct is a central aspect of self-critical professional practice. (Contains 1 figure, 2 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10