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Designing Provocative Education Environments for Teacher Training Emancipatory Practices

Gisselle Tur Porres Orcid Logo

Studies on Quality Teachers and Quality Initial Teacher Education, Volume: 10, Pages: 220 - 241

Swansea University Author: Gisselle Tur Porres Orcid Logo

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DOI (Published version): 10.47050/66515314.220–241

Abstract

This chapter introduces a teaching collaboration practice with students of the National University of Education in Ecuador who will become early childhood teachers. It is the aim of this experience to design provocative educational environments within university classrooms to inform emancipatory pra...

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Published in: Studies on Quality Teachers and Quality Initial Teacher Education
Published: Online/Poland Foundation for the Development of the Education System 2020
URI: https://cronfa.swan.ac.uk/Record/cronfa57155
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Abstract: This chapter introduces a teaching collaboration practice with students of the National University of Education in Ecuador who will become early childhood teachers. It is the aim of this experience to design provocative educational environments within university classrooms to inform emancipatory practices in teacher training. In doing so, students are encouraged to think on their own learning practices as an emancipatory source for developing a culture of collaboration, participation and critical thinking. In this light, classes described across the chapter show the didactic strategy of educational provocation as a teaching method that allows for mentorship, formative assessment and the active participation of apprentices. Against this background, the methodological approach is based on the inspiring experience of Reggio Emilia to elaborate on provocations’ didactics and the concept of the environment as a third teacher. Then, it is debated whether there is an emancipatory potential in creating provocative educational environments that mediate the pedagogic relations among teachers, students, content and the world of children.
Keywords: early childhoodemancipationenvironmentprovocationsteacher training
College: Faculty of Humanities and Social Sciences
Funders: Foundation for the Development of the Education System
Start Page: 220
End Page: 241