Social Justice and Teacher Education: Re-defining the Curriculum

By Tony Kruger and Brenda Cherednichenko.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Courses re-stuctured around school-based 'projects' and a semi-structured protocol for inquiry into practice can re-emphasise social justice in the teacher education curriculum and the school-university partnership.

Keywords: Educational Change and Innovation

International Journal of Learning, Volume 12, Issue 7, pp.321-332. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.045MB).

Dr Tony Kruger

Tony Kruger's research interests are the equity implications of educational change in schools and teacher education. His specific focus has been the application of democratic and action-based methodologies in researching reform in schools and other educational settings. With research team colleagues he has developed an effective means for engaging practitioners, such as teachers in schools, in practice-based research through what the team has termed collaborative practitioner research. The research team has applied the methodology successfully in a number of funded projects in recent years. Dr Kruger has had extensive experience in managing and bringing to successful conclusion a number of collaborative research investigations.

Brenda Cherednichenko

Dr Cherednichenko's teaching experiences have been varied and include urban and rural Australia and overseas as well as in pre-school, primary, secondary and tertiary sectors and in other community educational settings. Dr Cherednichenko's particular research interests are in the areas of educational reform, equity, social justice and democratic learning and teaching, inquiry and student centred learning. She has experience of leading research projects which focus on change and reform and as a member of a co-principal researchers in a team in a range of research and development activities has been critical in developing both expertise in both qualitative and quantitative research. Her professional development work with teachers is based on democratic and collaborative practitioner and action research projects.


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