Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme

Simple item page
dc.contributor.authorEsau, Omaren_ZA
dc.date.accessioned2014-07-07T12:17:03Z
dc.date.available2014-07-07T12:17:03Z
dc.date.issued2013
dc.descriptionCITATION: 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.
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za
dc.description.abstractIn 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.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/828
dc.description.versionPublisher's version
dc.format.extent10 pages
dc.identifier.citationEsau, 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.
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/201412171327
dc.identifier.urihttp://hdl.handle.net/10019.1/93029
dc.language.isoen
dc.publisherEducation Association of South Africa
dc.rights.holderEducation Association of South Africa
dc.subjectStudent teachersen_ZA
dc.subjectTeachers -- Training ofen_ZA
dc.subjectAction research in educationen_ZA
dc.subjectParticipant observationen_ZA
dc.subjectCritical thinkingen_ZA
dc.subjectSocial intelligenceen_ZA
dc.titlePreparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programmeen_ZA
dc.typeArticle
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
esau_preparing_2013.pdf
Size:
130.35 KB
Format:
Adobe Portable Document Format
Description:
Download article
Download
Collections
Research Articles (Curriculum Studies)