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ERIC Number: ED310109
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
Critical Thinking and Practitioner Research: Have They a Place in Initial Teacher Training?
Rudduck, Jean
This paper argues the crucial need, in the present higher education climate in England, for higher education tutors to find ways of continuing to work with new and experienced teachers, despite central moves that limit opportunities for sustained and intellectually challenging learning. Opportunities for working on a more critical agenda with teachers have opened up as the ideas of practitioner research and inquiry and reflection-on-practice have become more widely known and accepted. The paper questions, however, whether it is realistic, given the constraints of the present climate and given general understanding of teachers' conventional sources of professional satisfaction, to aspire, on initial teacher education programs, beyond a capacity for reflection-on-action to the kind of research that is "collective, oppositional, and emancipatory." A discussion is presented of the current status of higher education vis-a-vis conservative government control. A description is given of a 36-week program of initial teacher training in which the principle of reflect-on-action is used to encourage critical thinking and inquiry into issues and problems in education. (JD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)