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Affordances of community-oriented praxis in teacher education : a configurative review

Kitooke, Amoni LU orcid and Mahon, Kathleen LU (2024) In Frontiers in Education 9.
Abstract

This configurative review explores how nurturing and enacting a community-oriented praxis (COP) in teacher education can enhance teacher candidates’ preparedness for teaching roles whilst addressing some broader educational and societal concerns. Here, CoP is defined as practices that consider, connect with, and draw on local community strengths, needs, and aspirations for the good of individuals, communities, and society more broadly. We review 31 cases in 37 articles on explicitly community-oriented teacher education (COTE) initiatives from nine country contexts where teacher educators, school-based mentors, and members of local communities collaboratively facilitate the learning experiences of participants in teacher education (i.e.,... (More)

This configurative review explores how nurturing and enacting a community-oriented praxis (COP) in teacher education can enhance teacher candidates’ preparedness for teaching roles whilst addressing some broader educational and societal concerns. Here, CoP is defined as practices that consider, connect with, and draw on local community strengths, needs, and aspirations for the good of individuals, communities, and society more broadly. We review 31 cases in 37 articles on explicitly community-oriented teacher education (COTE) initiatives from nine country contexts where teacher educators, school-based mentors, and members of local communities collaboratively facilitate the learning experiences of participants in teacher education (i.e., teacher candidates). An analysis of the motivations, processes, and outcomes of the initiatives in the COTE cases highlights benefits such as developing teacher candidates’ pedagogical content knowledge and research competence; fostering social justice consciousness and critical action; and facilitating the sustainable recruitment and retention of teachers especially in marginalised contexts. Implications and possible directions for teacher education are discussed.

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author
and
organization
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type
Contribution to journal
publication status
published
subject
keywords
community, community-oriented praxis, community-oriented teacher education, configurative review, indigenous teacher education, rural teacher education, teacher education, urban teacher education
in
Frontiers in Education
volume
9
article number
1456310
publisher
Frontiers Media S. A.
external identifiers
  • scopus:85207037468
ISSN
2504-284X
DOI
10.3389/feduc.2024.1456310
language
English
LU publication?
yes
id
576634ef-3311-4730-967b-f1fc12cd55e3
date added to LUP
2025-01-13 11:39:23
date last changed
2025-04-04 14:22:48
@article{576634ef-3311-4730-967b-f1fc12cd55e3,
  abstract     = {{<p>This configurative review explores how nurturing and enacting a community-oriented praxis (COP) in teacher education can enhance teacher candidates’ preparedness for teaching roles whilst addressing some broader educational and societal concerns. Here, CoP is defined as practices that consider, connect with, and draw on local community strengths, needs, and aspirations for the good of individuals, communities, and society more broadly. We review 31 cases in 37 articles on explicitly community-oriented teacher education (COTE) initiatives from nine country contexts where teacher educators, school-based mentors, and members of local communities collaboratively facilitate the learning experiences of participants in teacher education (i.e., teacher candidates). An analysis of the motivations, processes, and outcomes of the initiatives in the COTE cases highlights benefits such as developing teacher candidates’ pedagogical content knowledge and research competence; fostering social justice consciousness and critical action; and facilitating the sustainable recruitment and retention of teachers especially in marginalised contexts. Implications and possible directions for teacher education are discussed.</p>}},
  author       = {{Kitooke, Amoni and Mahon, Kathleen}},
  issn         = {{2504-284X}},
  keywords     = {{community; community-oriented praxis; community-oriented teacher education; configurative review; indigenous teacher education; rural teacher education; teacher education; urban teacher education}},
  language     = {{eng}},
  publisher    = {{Frontiers Media S. A.}},
  series       = {{Frontiers in Education}},
  title        = {{Affordances of community-oriented praxis in teacher education : a configurative review}},
  url          = {{http://dx.doi.org/10.3389/feduc.2024.1456310}},
  doi          = {{10.3389/feduc.2024.1456310}},
  volume       = {{9}},
  year         = {{2024}},
}