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Investigating praxis inquiry within teacher education using Giddens structuration theory

Burridge, Peter R and Carpenter, Cathryn and Cherednichenko, Brenda and Kruger, Tony (2010) Investigating praxis inquiry within teacher education using Giddens structuration theory. Journal of Experiential Education, 33 (1). pp. 19-37. ISSN 1053-8259

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Abstract

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.

Item Type: Article
Uncontrolled Keywords: ResPubID22713, praxis inquiry, teacher education, structuration, analytical framework
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1303 Specialist Studies in Education
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Depositing User: VUIR
Date Deposited: 19 Dec 2011 01:54
Last Modified: 19 Dec 2011 01:54
URI: http://vuir.vu.edu.au/id/eprint/7845
DOI: 10.5193/JEE.33.1.19
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