Conceptualising Teacher Education and Research as "Critical Praxis"

Autor/inn/en	Arnold, Julie; Edwards, Tony; Hooley, Neil; Williams, Jo
Titel	Conceptualising Teacher Education and Research as "Critical Praxis"
Quelle	In: Critical Studies in Education, 53 (2012) 3, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2012.703140
Schlagwörter	Preservice Teacher Education; Educational Research; Praxis; Criticism; Research Methodology; Epistemology; Ideology; Models; Reflection + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungsforschung; Pädagogische Forschung; Kritik; Research method; Forschungsmethode; Erkenntnistheorie; Ideologie; Analogiemodell
Abstract	A particular approach to epistemological action as "critical praxis" is proposed where we bring together the ideas of ideology critique, self-reflective consciousness and emancipatory action. Critical praxis for educators seeks to move beyond the constraints of formal teaching, knowledge and curriculum and instead encourages communities, teachers and students to work together in producing new understandings and practices for the public good. As teacher educators, we are attempting to design a research methodology that will enable our field of practice to be theorised and to encourage a movement towards new critical understandings of teaching and learning for our students and for ourselves. This is a process of reflexive practice that endeavours to constantly and systematically interrogate our own views and to move beyond the status quo of conservative educational systems, procedures and rigidities so that knowledge is a legitimate investigation of possibility and transformation. In this article, we report a Critical Praxis Protocol to guide further development of teacher education and research. We trace our trajectory from a progressive emphasis on improving learning and professional educational practice to an emerging notion of criticality that seeks explanation with the theorising of Bourdieu. A draft habitus-field analysis is provided to indicate our current understanding of generative themes that suggest the emancipatory potential of teaching and schooling. (Contains 1 table and 2 figures.) (As Provided).
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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10