The seminar focused on two themes, related to one another. Firstly, we discussed whether it is possible to promote critical reflection in preservice teacher education. Secondly, we critically considered what might happen when new teachers accustomed to thinking critically enter school staffrooms. The voices of preservice teachers and newly qualified teachers were a starting point for us. We anticipated an interesting, dynamic discussion - no PowerPoint avalanches! All the participants of the seminar were invited to take part in the discussion via SMS messages which are displayed on the screen.
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The keynote lecture was held by Professor Stephen Kemmis from Charles Sturt University, Wagga Wagga, Australia. A key aspect of his work since the late 1970s has been in developing the theory and practice of educational action research. He has advocated “emancipatory action research” as a participatory form of research and evaluation which embodies the aspirations of a critical science of education. Lately, he has worked with issues related to teacher education and continuing education for teachers within an emerging theoretical view on practice. Kemmis is also a Doctor Honora Causa in University of Jyväskylä. The key theme of his keynote lecture was the theory of practice architectures which gives us a comprehensive understanding of practices of teacher education, induction and continuing professional development of teachers.
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