Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
In this paper I analyse the potential that participatory action research holds for educating
pre-service teachers to become more critically reflective and socially conscious. I also describe
the rationale for and process of engaging pre-service teachers in their teacher education
programme. Involving these candidate teachers in participatory action research (PAR) projects
may provide opportunities for aspiring teachers to develop pedagogical content knowledge,
examine their beliefs about teaching, and gain confidence in addressing social justice issues.
More than merely exposing them to applying the technique of action research, the PAR project
encouraged them to become more socially conscious, critical, imaginative and argumentative
as teacher-researchers. In the project I used a participatory approach in action research to
prepare the pre-service teachers to become emancipatory action researchers. Supporting and
fostering inquiring practices is a strategy to help pre-service teachers move beyond just receiving hand-outs in a teacher education programme and beginning to focus on their work with
learners and challenges in the real school environment.
Description
CITATION: Esau, O. 2013. Preparing pre-service teachers as emancipatory action researchers in a teacher education programme. South African Journal of Education, 33(4),
Art. #828, doi:10.15700/201412171327.
The original publication is available at http://www.sajournalofeducation.co.za
The original publication is available at http://www.sajournalofeducation.co.za
Keywords
Student teachers, Teachers -- Training of, Action research in education, Participant observation, Critical thinking, Social intelligence
Citation
Esau, O. 2013. Preparing pre-service teachers as emancipatory action researchers in a teacher education programme. South African Journal of Education, 33(4),
Art. #828, doi:10.15700/201412171327.