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2018
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  4. Volume 55, Issue 1
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Volume 55, Issue 1
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

A year before leaving his high school English classroom to start a PhD program in English education, the author conducted an action research project on student camera use in online synchronous classes. In this essay, the author reflects on that project from his new vantage point as a first-year graduate student and teacher educator in training, sharing insights into and implications for the power of a theory for making and remaking meaning.

© 2022 by the National Council of Teachers of English
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/content/journals/10.58680/ee202232132
2022-10-01
2025-01-26
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References

  1. Black G. L. (2021) Implementing action research in a teacher preparation program: Opportunities and limitations.. Canadian Journal of Action Research, 21(2), 47–71.
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  2. Freire P. (2000) Pedagogy of the oppressed (30th anniversary ed.) Continuum.
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  4. Mertler C. A. (2019) Action research: Improving schools and empowering educators. SAGE.
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee202232132
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(Re)Active Praxis: Theory and Practice in Action as Teacher and Teacher Educator
English Education 55, 72 (2022); https://doi.org/10.58680/ee202232132
/content/journals/10.58680/ee202232132
/content/journals/10.58680/ee202232132
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  • Article Type: Research Article
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