8 Developing Decolonizing Pedagogies with Mexican Pre-Service ‘English’ Teachers

López-Gopar, Mario E.; Córdova, Vilma Huerta; Sughrua, William M.; Jiménez, Edwin Nazaret León

doi:10.21832/9781788926379-010

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“…Thus, there is a need for classroom teachers to reclaim their role as decision makers and knowledge generators. There are numerous calls within the literature (Freire, 1970;López-Gopar et al, 2021;Pennycook, 2004) for teacher education programs to play a part in the disruption of the knowledge hierarchy and the nurturing of critical pedagogy in preservice teachers. Aligning with López-Gopar (2014), I contend that teacher education programs should seek, value, and integrate knowledge generated by preservice teachers in their local contexts into the coursework and requirements of their programs.…”

Section: Introductionmentioning

confidence: 99%

Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

Ginsberg

2023

ERIES Journal

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This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice teachers to engage in practical and critical inquiry, which allowed participants the opportunity to develop a critical inquiry stance, to varying degrees. Discussed are the disparate ways participants thought about the meaning they made and the knowledge they generated during their action research assignment. The freedom action research granted preservice teacher to make meaning of their classroom instruction, generate knowledge, and bridge the gap between theory and practice, instruction and learning, and their students and themselves, allowed for the development of a critical inquiry stance. Findings suggest that through inquiry, preservice teachers disrupted the hierarchy of knowledge generation in teaching, as they theorized instruction, problematized pedagogy, and improved their teaching practices.

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Section: Introductionmentioning

confidence: 99%

Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

Ginsberg

2023

ERIES Journal

View full text Add to dashboard Cite

show abstract

8 Developing Decolonizing Pedagogies with Mexican Pre-Service ‘English’ Teachers

Cited by 1 publication

References 0 publications

Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

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