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ERIC Number: EJ1049369
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: EISSN-1925-7147
Moving from a Transmission to a Social Reform Teaching Perspective: Using Teachers' Action Research as Critical Pedagogy in Higher Education
Wong, Arch Chee Keen
Canadian Journal of Action Research, v15 n3 p48-64 2014
This article gives an account of an action research project that I used to examine and improve my own teaching practices. In this project, I used insights from critical pedagogy to inform my transition from a transmission to a social reform teaching perspective. When I used the critical pedagogical concept of constructed consciousness and the problem-posing teaching strategy to interact with my students as co-inquirers and to disrupt their prior knowledge, I noticed that many themes emerged, most notably that (a) students do not often question their assumptions, (b) students feel helpless to change the future, and (c) there is dissonance between students' beliefs and their practices. The final section of the article explains what I learned about teaching and learning as I engaged in action research pedagogy.
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A