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ERIC Number: EJ1151757
Record Type: Journal
Publication Date: 2017-Aug-10
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1990-3839
Cul-De-Sac from Diehard Traditions: The Demise of Action Research in Teacher Education
Zireva, Davison
Educational Research and Reviews, v12 n15 p725-731 Aug 2017
Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed through participatory action research. Reflective practice is the contradistinction of routine practice and is focused on the interrogation and subsequent improvement of one's own practices. A qualitative research was carried out with nine lecturers at a teacher education college about their experiences in supervising students who embark on participatory action research. The interview participants were selected using the snowball sampling technique. The data generated were analyzed by employing the Johnson-Christenson method. The results point to that the teacher educators categorically denounce participatory action research and are not conversant with the techniques to develop reflective practice through action research. They tend to stifle reflective practice by being prescriptive on "transactions" of research practice and work practice based on their own experiences which Dewey refers to as "miseducative" experiences. It is recommended that the teacher educators should be conscientized about how action research has the potential to promote the development of reflective practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A