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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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first_indexed 2021-06-30T11:05:46Z
last_indexed 2021-07-01T03:21:31Z
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spelling 2021-06-30T12:05:37.9646130 v2 57155 2021-06-16 Designing Provocative Education Environments for Teacher Training Emancipatory Practices 886cae437b38b635811092ecb7adb4b4 0000-0003-1494-0549 Gisselle Tur Porres Gisselle Tur Porres true false 2021-06-16 EDUC 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. Book chapter Studies on Quality Teachers and Quality Initial Teacher Education 10 220 241 Foundation for the Development of the Education System Online/Poland early childhoodemancipationenvironmentprovocationsteacher training 1 12 2020 2020-12-01 10.47050/66515314.220–241 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Foundation for the Development of the Education System 2021-06-30T12:05:37.9646130 2021-06-16T12:01:47.3473841 Professional Services ISS - Uncategorised Gisselle Tur Porres 0000-0003-1494-0549 1
title Designing Provocative Education Environments for Teacher Training Emancipatory Practices
spellingShingle Designing Provocative Education Environments for Teacher Training Emancipatory Practices
Gisselle Tur Porres
title_short Designing Provocative Education Environments for Teacher Training Emancipatory Practices
title_full Designing Provocative Education Environments for Teacher Training Emancipatory Practices
title_fullStr Designing Provocative Education Environments for Teacher Training Emancipatory Practices
title_full_unstemmed Designing Provocative Education Environments for Teacher Training Emancipatory Practices
title_sort Designing Provocative Education Environments for Teacher Training Emancipatory Practices
author_id_str_mv 886cae437b38b635811092ecb7adb4b4
author_id_fullname_str_mv 886cae437b38b635811092ecb7adb4b4_***_Gisselle Tur Porres
author Gisselle Tur Porres
author2 Gisselle Tur Porres
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container_title Studies on Quality Teachers and Quality Initial Teacher Education
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doi_str_mv 10.47050/66515314.220–241
publisher Foundation for the Development of the Education System
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hierarchy_top_title Professional Services
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description 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.
published_date 2020-12-01T04:12:40Z
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