Challenges and Approaches to Using Participatory Action Research as Part of Teacher Education

• In Event: Practitioner Inquiry as a (Re)Imagined Space: Action Researchers’ Voices From the Field — Envisioning Possibilities

Abstract

Teacher educators need to ensure that candidates experience what it is like to redistribute power to ensure that those with the least amount of power can speak and take action to improve their own lives. This paper uses autoethnography to study a teacher educator's experiences developing a participatory action research program for a teacher education program. Ultimately, if teacher candidates adopt PAR as an essential approach in their toolkits for studying teaching and learning problems then students will be better off.

Author

• Susan A. Kirch, New York University