Poster #12 - Exploring Critical Intentionality: Emancipatory Design in Continuing Teacher Education

• In Event: 28.093 - MTCC Poster Session Five
  In Poster Session: 28.093-1 - Section 8 Poster Session 1

Abstract

Dialogic processes enabled a group of Ontario educators to make transparent their lived experiences related to the design of continuing education courses for the teaching profession. Designing continuing education courses that are engaging, honour adult learning principles, foster criticality and adopt an emancipatory stance requires intentionality on the part of course designers. An exploration into the critical intentionality of teacher educators as they investigated their continuing education course design processes is the focus of this inquiry. This dialogic process illuminated the cognitive frames, stance, and commitment to critical and emancipatory praxis adopted by these experienced teacher educators. This process of illumination resulted in the creation of a teacher education resource intended to foster provincial capacity related to emancipatory praxis.

Authors

• Deirdre M. Smith, The Ontario College of Teachers

• Suzanne J. Molitor, University of Toronto