Abstract
ABSTRACT This study focuses on pre-service teachers’ views of the conditions that foster their participatory action research practices in secondary schools and on how these conditions can inform the development of a teacher education program for a participatory approach. By using the Theory of Practice Architectures as an analytical lens, eight cases of participatory action research projects were studied at two interrelated sites of pre-service teachers’ learning: the teacher education institute and the internship school. Findings shed light on the conditions for fostering participatory action research practices in a teacher education context in terms of three kinds of arrangements, i.e. cultural-discursive, material-economic, and social-political. Based on the findings, a set of 17 principles for supporting participatory research practices is presented that can be used to assess the viability of preservice teachers’ participatory action research within a teacher education program, and that also supports a well-aligned institute-school collaboration.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
