Participatory Action Research and Urban Education: Reshaping the Teacher Preparation Process

Autor/in	Mcintyre, Alice
Titel	Participatory Action Research and Urban Education: Reshaping the Teacher Preparation Process
Quelle	In: Equity & Excellence in Education, 36 (2003) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Teaching Methods; Urban Youth; Elementary Education; Urban Education; Urban Schools; Educational Opportunities; Action Research; Preservice Teacher Education; Graduate Study; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Elementarunterricht; Stadtteilbezogenes Lernen; School; Schools; Schule; Bildungsangebot; Bildungschance; Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Theorie-Praxis-Beziehung
Abstract	In this paper, the author considers three key issues, which she suggests can contribute to developing 21st century teacher preparation programs that are committed to preparing competent, well-informed, reflective teachers, particularly for students attending inner-city schools, in the context of participatory action research (PAR)--an approach to research that challenges prospective educators to reframe what they know, and what they "think" they know, about teaching, learning, and research. By exploring the relationship between PAR and teacher education, the author responds to the current debates about how to assist prospective teachers in gaining knowledge about urban schools and communities with the aim that such knowledge will assist them in understanding--and taking action to improve--the social, cultural, and educational systems that mediate the lives and educational opportunities of urban youth. Before she describes PAR as a tool for creating new knowledge about teaching, learning, and research, she provides a brief overview of the graduate program in elementary education that she directed for five years and taught in for six. She then describes the strategies she used to assist prospective educators in developing a critical approach to understanding themselves and urban communities through engagement in a PAR project. Lastly, she argues that PAR is a useful approach for linking theory and practice, teaching and learning, and reflection and action in a teacher preparation program. (Contains 6 notes.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10