Living the Praxis of Teacher Education through Teacher Research.

Keywords

Praxis, Rationality, Teacher education, Action research, Dialectic

References

• The Art of Classroom Inquiry: A Handbook for Teacher-ResearchersRuth Hubbard, Brenda Miller Power — 1993
• Making Meaning of Whiteness: Exploring Racial Identity with White TeachersAlice McIntyre — 1997
• Self-Study for Teacher Educators: Crafting a Pedagogy for Educational ChangeAnastasia P. Samaras — 2002
• Action research for educational changeJohn Elliott — 1991
• Pedagogy of Praxis: A Dialectical Philosophy of EducationM. Gadotti — 1996
• Breaking free : the transformative power of critical pedagogyPepi Leistyna, Arlie Woodrum, Stephen A. Sherblom — 1996
• Teacher inquiries in literacy teaching-learning : learning to collaborate in elementary urban classroomsChristine C. Pappas, Liliana Barro Zecker, Liliana Barro Zecker — 2001
• Teachers as Researchers: Qualitative Inquiry as a Path to EmpowermentJoe L. Kincheloe — 1991
• Inside/Outside: Teacher Research and KnowledgeMarilyn Cochran‐Smith, Susan L. Lytle — 1993
• Studying Your Own School: An Educator′s Guide to Qualitative Practitioner ResearchGary L. Anderson — 1994
• A Place Called SchoolJohn I. Goodlad — 1984
• Cultural action for freedomPaulo Freiré — 1970
• Becoming Critical: Education Knowledge and Action ResearchGeorge L. Newsome, Wilfred Carr, Stephen Kemmis — 1986
• A Dialogue: Culture, Language, and Race.Paulo Freiré, Donaldo Macedo — 1995
• Sticks, Stones, and Ideology: The Discourse of Reform in Teacher EducationMarilyn Cochran‐Smith, Mary Kim Fries — 2001
• Improving the "Awful Reputation" of Education ResearchGerald E. Sroufe — 1997
• Action Research and Minority ProblemsKurt Lewin — 1946
• Educational Judgment: Linking the Actor and the SpectatorDavid L. Coulter, John R. Wiens — 2002
• Action Research: personal renewal and social reconstruction [1]Kenneth M. Zeichner — 1993
• Ideology and Reform in Teacher Education in England: Some Reflections on Cochran-Smith and FriesJohn Furlong — 2002

Cited by

• Building Socially Responsive Curricula through Emancipatory Action Research: International ContextsMyriam N. Torres, Silvia Elizabeth Miranda de Moraes — 2006
• Development of a post-lesson observation conferencing protocol: Situated in theory, research, and practiceElizabeth Soslau — 2015
• Developing a Critical Lens Among Preservice Teachers While Working Within Mandated Performance -Based Assessment SystemsGlenda Moss — 2008
• Challenges 2015 Meio Século de TIC na Educação, Half a Century of ICT in EducationMaria João Gomes, António José Osório, Antônio Luís Schifino Valente — 2015
• Towards a Philosophy of Education for the Caribbean: Exploring African Models of Integrating Theory and PraxisCanute S. Thompson, Sheron Fraser‐Burgess, Thenjiwe Emily Major — 2019
• Recasting solidarity: a call for radical engagement and academic unificationSoribel Genao — 2021
• A service learning pedagogy for an undergraduate bachelor of nursing curriculumJeffrey Hoffman — 2021
• Critical reflections on the design, delivery and analysis of education in sport for developmentDavid Meir — 2024
• Whose job is that? A critical dialogue to understand teachers’ responses to playCameron Van der Smee, Amy Claughton — 2025
• Understanding TESOL Non‐University‐Based Teacher Educators' Expertise and Its Development: An Activity Theory PerspectiveZhang Hong, Runyi Li, Wei Liao — 2025
• The Power of PraxisS. Foster, Stephen J. Fleenor — 2021
• Preparing Teachers to Teach for Social JusticeP. Sowa, C. Schmidt — 2019
• Scholar–Practitioners: Ethics and the Meaning of NumbersJason Poitras — 2020
• Critical reflections on the design, delivery and analysis of education in sport for developmentDavid Meir

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