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Theorising on-site teacher education: Philosophical Project Knowledge (PPK)

Arnold, Julie and Edwards, Anthony and Hooley, Neil and Williams, Joanne (2012) Theorising on-site teacher education: Philosophical Project Knowledge (PPK). Asia Pacific Journal of Teacher Education, 40 (1). pp. 67-78. ISSN 1359-866X (print) 1469-2945 (online)

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Abstract

Working within the general framework of Habermas and Shulman, the research reported here probes new directions of teacher education and school–university partnerships. The paper presents preliminary evidence of the theorising of teaching practice by pre-service teachers and university staff as they work together with the praxis inquiry protocol and preliminary data regarding the generation of Philosophical Project Knowledge. The project attempts to open up the question of epistemological equity for lower socio-economic children in particular by describing and theorising practice involving pre-service teachers so that communities of practice are established in all classrooms. The research stance is one of democratic practitioner research so that generalised ideas emerge from professional practice and are embedded in the reality of classroom problems and experience. In adopting a general research methodology of autoethnography, the authors critically reflect on, analyse and change their own practice without being judgemental of others. Reported examples of practice are paraphrased and de-identified with protocols regarding privacy and confidentiality followed. Ongoing discussion of ethical conduct is a central aspect of self-critical professional practice.

Item Type: Article
Uncontrolled Keywords: ResPubID25785, on-site teacher education
Subjects: FOR Classification > 2203 Philosophy
Faculty/School/Research Centre/Department > College of Education
Depositing User: Yimin Zeng
Date Deposited: 22 Jul 2014 06:37
Last Modified: 21 Aug 2014 01:47
URI: http://vuir.vu.edu.au/id/eprint/23187
DOI: 10.1080/1359866X.2011.643763
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