NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830907
Record Type: Journal
Publication Date: 2006-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-0965-0792
Opening Windows on Teaching and Learning: Transformative and Emancipatory Learning Precipitated by Experimenting with Visual Documentation of Student Learning
Jaruszewicz, Candace
Educational Action Research, v14 n3 p357-375 Sep 2006
Emancipatory learning can occur through critical reflection grounded in theory. This study describes an action research project in which the author engaged in retrospective structured analysis of an incident involving visual documentation of student learning. It was experienced by a struggling novice teacher educator, who at the time of the incident had neither the theoretical nor structured framework from which to process the experience. Using the transformation theory of adult learning as the basis from which to create a reflection model, the action research examined assumptions about filters and meaning schemes through which insights emerged about a changed paradigm, with implications for other teacher educators about reflective practice. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A