Promoting Critical Enquiry in Field Experiences: Improving Student Teacher Education With Developmental Work Research

• In Event: Roundtable Session 25
  In Roundtable Session: Using a Critical Inquiry Approach to Enhance Student Teachers’ Capacity for Reflection

Abstract

This presentation describes a study which uses an interventionist research method to develop learning opportunities in student teacher education. Working with student teachers and school staff, the researcher highlights tensions observed in field work data in order to stimulate discussion and negotiation on the student teacher education activity. Using a cultural historical activity theory framework and analysis followed by a developmental work research style workshop, the study illustrates how critical enquiry and debate in student teacher field experiences can be promoted in order to improve student teacher learning opportunities. Innovation is seen in the use of a research intervention to encourage the researcher and field participants to work together in improving educational learning.

Author

• Alaster Scott Douglas, Roehampton University