Abstract
ABSTRACT This paper draws on findings from three interrelated research projects to analyze ways of experiencing the practicum, teacher education and development from an interventionist collaborative perspective. The shared fundamentals are 1) learning and development are societal-historical activities inherent to the nature of human beings; 2) being and identifying are functions of our total life, not only of episodic engagement with some task; 3) knowledge and knowing are integral to human active engagement with the world. Results indicate how different forms of participation provide opportunities for colearning and for developing critical reflexivity, ethical attitude, (pre)professional confidence and autonomy.
Highlights
This paper draws on findings from three interrelated research projects to analyze ways of experiencing the practicum, teacher education and development from an interventionist collaborative perspective
Working within Exploratory Practice (Allwright and Hanks 2009), an ethical and inclusive form of practitioner research that is aligned with the aforementioned fundamentals, our experience illustrates how some written and oral genres practiced during the undergraduate initial teacher education program at PUC-Rio have been re-signified as learning and understanding opportunities
We present a participatory action research project (Brandão and Streck 2006; Thiollent 2006, 2011) in which a group of university students search for ways of helping learners who have a lower level of English than their classmates
Summary
This paper draws on findings from three interrelated research projects to analyze ways of experiencing the practicum, teacher education and development from an interventionist collaborative perspective. The shared fundamentals are 1) learning and development are societal-historical activities inherent to the nature of human beings, that is, “through others we become ourselves” 1931/1997:105); 2) being and identifying are functions of our total life, of episodic engagement with some task, i.e., teaching and learning have to be approached “through a lens that considers this participation in schooling as integral part of all the activities that a person simultaneously (synchronically) participates in” 2015:295); and 3) knowledge and knowing are integral to human active engagement with the world, meaning that “collaborative purposeful transformation of the world is core of human nature and the principled grounding for learning and development” (Stetsenko 2008:474)
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