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ERIC Number: EJ971457
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1053-8259
Investigating Praxis Inquiry within Teacher Education Using Giddens' Structuration Theory
Burridge, Peter; Carpenter, Cathryn; Cherednichenko, Brenda; Kruger, Tony
Journal of Experiential Education, v33 n1 p19-37 Sum 2010
Partnerships are the foundation of teacher education at Victoria University in Australia. They provide opportunities for preservice teachers to be inquiring and socially active practitioners. These partnerships have been developed between the university and a broad range of educational settings in the community. Preservice teachers work in these settings, evaluating and responding to the educational needs of the organization as well as the individual learners and their families. Utilizing the components of Giddens' structuration theory as the theoretical basis for analysis, we analyzed three case studies of this practice-driven or praxis-inquiry approach to teacher education through partnerships. The exploration of the experiences described suggests that praxis inquiry is an approach that contributes to effective personalized learning opportunities, increased human agency, and broader perspectives on social responsibility. This research methodology explores new approaches to researching practice and to building the capacity of educators to understand practice and its impact through reflexive inquiry. (Contains 4 figures and 1 table.)
Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia