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Emancipatory education and the preparation of future teachers

Emancipatory education and the preparation of future teachers The purpose of this paper is to explore the possibilities and impact of emancipatory education in the preparation of future elementary school teachers.Design/methodology/approachTo serve the purpose of the study, emancipatory education was introduced to the student teachers of an elementary school teacher education program in the Curriculum and Learning Development course. The researcher then observed them during their learning activities and analyzed their portfolios providing feedback during their poster presentations. A classroom experiential model was applied.FindingsThe results of the students’ activities indicated that most of the students were able to develop the twenty-first century skills needed to conduct the activities and avoid the tendency to follow directions from someone in authority. After the implementation of this study, the student teachers revealed higher-order thinking skills and were also able to develop learning materials and assessments that were appropriate to elementary school pupils. Still, the “old tendencies” (e.g. not thinking out of the box and waiting for direct instructions) sometimes emerged.Research limitations/implicationsThe study was applied to a single course in one out of five parallel classes in a university in a particular area in Indonesia, a developing Asian country with a collectivist culture.Originality/valueThis paper exemplifies how learning and teaching activities in a higher education institution in a developing country can be designed to help future teachers prepare themselves to function and teach in a globalized society. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png On the Horizon Emerald Publishing

Emancipatory education and the preparation of future teachers

On the Horizon , Volume 26 (2): 9 – Oct 22, 2018

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References (13)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1074-8121
DOI
10.1108/oth-08-2017-0068
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to explore the possibilities and impact of emancipatory education in the preparation of future elementary school teachers.Design/methodology/approachTo serve the purpose of the study, emancipatory education was introduced to the student teachers of an elementary school teacher education program in the Curriculum and Learning Development course. The researcher then observed them during their learning activities and analyzed their portfolios providing feedback during their poster presentations. A classroom experiential model was applied.FindingsThe results of the students’ activities indicated that most of the students were able to develop the twenty-first century skills needed to conduct the activities and avoid the tendency to follow directions from someone in authority. After the implementation of this study, the student teachers revealed higher-order thinking skills and were also able to develop learning materials and assessments that were appropriate to elementary school pupils. Still, the “old tendencies” (e.g. not thinking out of the box and waiting for direct instructions) sometimes emerged.Research limitations/implicationsThe study was applied to a single course in one out of five parallel classes in a university in a particular area in Indonesia, a developing Asian country with a collectivist culture.Originality/valueThis paper exemplifies how learning and teaching activities in a higher education institution in a developing country can be designed to help future teachers prepare themselves to function and teach in a globalized society.

Journal

On the HorizonEmerald Publishing

Published: Oct 22, 2018

Keywords: Curriculum; Action research; Elementary schools; Teacher education; Emancipatory education

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