Experience-Based Reflections on the Potential for Critical Practitioner Inquiry to Transform Teacher Education in Africa

2006 ◽  
Vol 4 (4) ◽  
pp. 362-384 ◽  
Author(s):  
Jeylan Wolyie Hussein
Keyword(s):  
Teacher Education ◽  
Practitioner Inquiry ◽  
Education In Africa

Teacher education in Africa

1970 ◽  
Vol 47 (4) ◽  
pp. 221-223 ◽  
Author(s):  
Robert L. Shrigley
Keyword(s):  
Teacher Education ◽  
Education In Africa

Sounding out synthesis: Investigating how educators in a teaching with technology course use sonic composition to remix reflection

2020 ◽  
Vol 17 (3) ◽  
pp. 218-235 ◽  
Author(s):  
Jon M Wargo
Keyword(s):  
Teacher Education ◽  
Structural Feature ◽  
Sociocultural Theory ◽  
Practitioner Inquiry ◽  
Social Semiotics ◽  
Teaching With Technology ◽  
Graduate Level ◽  
E Learning ◽  
Online Teacher ◽  
Technology Course

This study explores how educators ( n =  23) in a graduate-level “teaching with technology” course used the affordances of digital composing, and sonic composition in particular, to “sound out” reflection. Using the twin-lenses of sociocultural theory and social semiotics, findings suggest that sound operated as a: rhetorical tool for illustrating affect/argument; complementary mode to syncretic meaning; and a diegetic structural feature/locating mechanism. Examining how multimodality became a technology and communicative resource for teachers to remix reflection, this study highlights the frictions and freedoms of using sound to synthesize learning in the online teacher education classroom. As such, this article proposes novel ways to think with sound in e-learning and (re)educates the senses to hear practitioner-inquiry in new ways.

scholarly journals Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Lindsey Chapman ◽  
Chelsea Morris ◽  
Katy Green
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Vital Role ◽  
Teacher Preparation Program ◽  
Practitioner Inquiry ◽  
Pedagogical Practice ◽  
Multilingual Students ◽  
Speakers Of Other Languages

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

Encouraging Preservice Teachers' Critical Thinking Development Through Practitioner Inquiry

2021 ◽  
pp. 996-1018
Author(s):  
Mary Higgins ◽  
Rachel Wolkenhauer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Critical Analysis ◽  
Professional Growth ◽  
Phenomenological Study ◽  
Practitioner Inquiry ◽  
Elementary Preservice Teachers ◽  
Education Coursework ◽  
Analysis Of Teaching

This chapter presents findings from a phenomenological study that investigated the experiences of elementary preservice teachers engaged in semester-long inquiries during a yearlong student teaching internship. The authors found that practitioner inquiry was a means to support the critical analysis of teaching practices and classroom experiences. The preservice teachers first identified an aspect of teaching from which they wanted to learn, systematically studied their practices in that area, and transferred that knowledge to other aspects of their teaching. This research supports that practitioner inquiry can be used in teacher education coursework to encourage preservice teachers to take more active roles in their learning to become critical thinkers and to generate knowledge for student learning and professional growth.

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