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Knowing and acting : inquiry, ideology, and educational studies
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In this article, Beyer argues for the study of education as a liberating academic field of inquiry that is also concerned with practice and suggests that the split between liberal and applied education is not tenable.Abstract:
A reconstructed approach to teacher preparation emerges in this work. Beyer argues for the study of education as a liberating academic field of inquiry that is also concerned with practice and suggests that the split between liberal and applied education is not tenable.read more
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Relationships of Knowledge and Practice: Teacher Learning in Communities
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The Teacher Research Movement: A Decade Later
TL;DR: The authors identified five major trends that characterize the current U.S. teacher research movement: (a) the prominence of teacher research in teacher education, professional development, and school reform; (b) the development of conceptual frameworks and theories of teacher researches; (c) the dissemination of teacher studies beyond the local level; (d) the emergence of critique of teacher researchers; and (e) the transformative potential of teacher researcher on some aspects of university culture.
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Why Action Research
TL;DR: In this paper, members of the editorial board of Action Research responded to the question, ''Why action research?" Based on their responses and the authors' own experiences as action researchers, they examined common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration.
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Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities:
TL;DR: The authors pointed out that there are radically different conceptions of teacher learning, including varying images of knowledge; of professional practice; of the necessary and/or potential relationships that exist between the two, of the intellectual, social, and organizational contexts that support teacher learning; and of the ways teacher learning is linked to educational change and the purposes of schooling.
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Action research and reflective teaching in preservice teacher education: A case study from the United States
TL;DR: In this article, the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary teacher education program is described and then defended in relation to existing inequalities in the United States.