Teacher educator changing perceptions of theory
Bibliographic Data
| ID | 5777414 |
|---|---|
| Authors | Kim Smith (0000-0002-4063-0037, Manchester Metropolitan University), Kimberley A Smith (0000-0002-0524-4181), Elaine Hodson (Manchester Metropolitan University), Tony Brown (0000-0002-6570-408X, Manchester Metropolitan University) |
| Year | 2013 |
| Volume | 21 |
| Issue | 2 |
| Pages | 237-252 |
| Publication date | 2013-05-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2013.789723 |
| OpenAlex | W2090475528 |
| Language | EN |
| Citations received | 2 |
| References cited | 21 |
An alternative formulation of the actor in educational action research is shown to refresh notions of theory within initial teacher education. Methodologically, the actor is depicted as identifying with ongoing cultural adjustments through reflective data. Specifically, the paper considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. Initially, trainees were drawn to meeting the immediate demands of practice in specific locations. Capacity in practice more generally accrued through later exposure to analytical approaches. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees. The resultant struggle of professional identity for tutors is seen as productive, adjusting educative processes to new circumstances. The actor of action research so equipped mobilises a conception of theory supportive of more responsive subjective modes within wider professional functionality. Keywords: theoryteacher educationemployment basedteacher educatoraction research
Action research · Critical theory · Reflective Practice · Educational and Psychological Assessments · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Action research for educational reform
Expansive Learning at Work
Chasms and bridges
Subjectification
Theory in Initial Teacher Education
Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice
Philosophical investigations
Situated learning theory and the pedagogy of teacher education
What is to be done? The place of action research
Desire and Drive in Researcher Subjectivity
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2014 - 2016 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |