Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences
One of the contemporary global education thrusts in teacher education is the generation of context-based theory through engagement in action research. While practicing in the classroom, the teacher education student is essentially in the laboratory creating procedural knowledge. Action research in t...
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
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IntechOpen
2022
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| Acceso en línea: | https://www.intechopen.com/chapters/83113 |
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| _version_ | 1879164784045195264 |
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| author | Zireva, Davison |
| author_browse | Zireva, Davison |
| author_facet | Zireva, Davison |
| author_sort | Zireva, Davison |
| building | IntechOpen |
| collection | Acceso abierto |
| description | One of the contemporary global education thrusts in teacher education is the generation of context-based theory through engagement in action research. While practicing in the classroom, the teacher education student is essentially in the laboratory creating procedural knowledge. Action research in the classroom involves reflective practice, which is indispensable to praxis. Despite the efficacy of action research in facilitating mathetics (learning how to learn), there are some militating situations that are fuelled by diehard traditional perceptions and practices. An exploration of teacher education students’ perceptions and experiences with action research was done with 16 informants who were selected purposively and exposed to in-depth interviews. The data were thematically analyzed and the findings were that some students develop agoraphobic dispositions toward action research due to some miseducative experiences that are largely attributed to traditional educational practices. The teacher education students are exposed to vices like technical rationality instead they should be oriented toward epistemic and pragmatic rationalities that are the linchpins of professional development. The experiences that precipitate agoraphobic dispositions in action research should be known and subsequently obliterated. |
| doi_str_mv | 10.5772/intechopen.106188 |
| first_indexed | 2026-10-15T21:39:50Z |
| format | Book Chapter |
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<dc:title>Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences</dc:title>
<dc:creator>Davison Zireva</dc:creator>
<dc:subject>Social Sciences and Humanities</dc:subject>
<dc:description>One of the contemporary global education thrusts in teacher education is the generation of context-based theory through engagement in action research. While practicing in the classroom, the teacher education student is essentially in the laboratory creating procedural knowledge. Action research in the classroom involves reflective practice, which is indispensable to praxis. Despite the efficacy of action research in facilitating mathetics (learning how to learn), there are some militating situations that are fuelled by diehard traditional perceptions and practices. An exploration of teacher education students’ perceptions and experiences with action research was done with 16 informants who were selected purposively and exposed to in-depth interviews. The data were thematically analyzed and the findings were that some students develop agoraphobic dispositions toward action research due to some miseducative experiences that are largely attributed to traditional educational practices. The teacher education students are exposed to vices like technical rationality instead they should be oriented toward epistemic and pragmatic rationalities that are the linchpins of professional development. The experiences that precipitate agoraphobic dispositions in action research should be known and subsequently obliterated.</dc:description>
<dc:publisher>IntechOpen</dc:publisher>
<dc:date>2022-08-17</dc:date>
<dc:type>Chapter, Part Of Book</dc:type>
<dc:identifier>https://www.intechopen.com/chapters/83113</dc:identifier>
<dc:identifier>doi:10.5772/intechopen.106188</dc:identifier>
<dc:language>en</dc:language>
<dc:relation>ISBN:978-1-80356-356-5</dc:relation>
<dc:rights>https://creativecommons.org/licenses/by/3.0/</dc:rights>
<dc:source>https://www.intechopen.com/books/11481 ; Active Learning - Research and Practice for STEAM and Social Sciences Education</dc:source>
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| id | intech-83113 |
| institution | IntechOpen |
| isbn | 978-1-80356-356-5 |
| language | English |
| last_indexed | 2026-10-15T21:39:50Z |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | IntechOpen |
| publisherStr | IntechOpen |
| record_format | oai_dc |
| spelling | intech-831132022-08-17 Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences Davison Zireva Social Sciences and Humanities One of the contemporary global education thrusts in teacher education is the generation of context-based theory through engagement in action research. While practicing in the classroom, the teacher education student is essentially in the laboratory creating procedural knowledge. Action research in the classroom involves reflective practice, which is indispensable to praxis. Despite the efficacy of action research in facilitating mathetics (learning how to learn), there are some militating situations that are fuelled by diehard traditional perceptions and practices. An exploration of teacher education students’ perceptions and experiences with action research was done with 16 informants who were selected purposively and exposed to in-depth interviews. The data were thematically analyzed and the findings were that some students develop agoraphobic dispositions toward action research due to some miseducative experiences that are largely attributed to traditional educational practices. The teacher education students are exposed to vices like technical rationality instead they should be oriented toward epistemic and pragmatic rationalities that are the linchpins of professional development. The experiences that precipitate agoraphobic dispositions in action research should be known and subsequently obliterated. IntechOpen 2022-08-17 Chapter, Part Of Book https://www.intechopen.com/chapters/83113 doi:10.5772/intechopen.106188 en ISBN:978-1-80356-356-5 https://creativecommons.org/licenses/by/3.0/ https://www.intechopen.com/books/11481 ; Active Learning - Research and Practice for STEAM and Social Sciences Education |
| spellingShingle | Social Sciences and Humanities Zireva, Davison Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title | Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title_full | Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title_fullStr | Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title_full_unstemmed | Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title_short | Agoraphobic Dispositions towards Action Research: Teacher Education Students’ Perceptions and Experiences |
| title_sort | agoraphobic dispositions towards action research teacher education students perceptions and experiences |
| topic | Social Sciences and Humanities |
| url | https://www.intechopen.com/chapters/83113 |
| work_keys_str_mv | AT zirevadavison agoraphobicdispositionstowardsactionresearchteachereducationstudentsperceptionsandexperiences |