Multiculturalism and a Research Perspective in Initial Teacher Education: Possible Dialogues

Autor/in	Canen, Ana
Titel	Multiculturalism and a Research Perspective in Initial Teacher Education: Possible Dialogues
Quelle	In: Policy Futures in Education, 5 (2007) 4, S.519-534 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2007.5.4.519
Schlagwörter	Teacher Education; Student Teachers; Higher Education; Action Research; Cultural Pluralism; Foreign Countries; Multicultural Education; Social Science Research; Theory Practice Relationship; Questionnaires; Controversial Issues (Course Content); Research Methodology; Phenomenology; Hermeneutics; Brazil + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Kulturpluralismus; Ausland; Multikulturelle Erziehung; Social scientific research; Sozialwissenschaftliche Forschung; Theorie-Praxis-Beziehung; Fragebogen; Controversial issues; Kontroverse; Research method; Forschungsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Hermeneutik; Brasilien
Abstract	This article describes action research within a multicultural pedagogical praxis orientation in a teacher education course at a higher education institution in Brazil during the academic year 2003. The narrative draws on the ways in which the course sought to develop a research perspective that could equip student teachers with elements that allow them to interrogate the constructions of social and cultural inequalities, as well as of the process of research itself and the impact of the researcher as a multicultural identity. The meanings, potentials and challenges of the research undertaken are discussed and should be relevant comparatively, not only because they highlight tensions of multiculturalism and seek to refine the concept of multicultural research, but also because local narratives reflect imbricated global issues that go beyond national borders, particularly concerning the role of research within teacher education in highly multicultural countries. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10