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The Action Inquiry Seminar and Collaborative Reflection: Forms of Democratic Pedagogy in Teacher Education

Abstract This article describes and critically examines several forms of reflective teaching as components of an Action Inquiry Seminar and Collaborative Reflection Strategies for the implementation of democratic values and pedagogy in Social Foundations of Education courses. The argument is advanced that teacher education programs that emphasize reflective and democratic principles and theory must also utilize a democratic and critically reflective pedagogy rather than the employment of authoritarian teaching styles. Embedded in this concept of education is the notion of the teacher-researcher; the view that certain principles of procedure lead to the realization of our valued aims in practice. To this end, criteria in the form of pedagogical principles are discussed as an alternative to the behaviorist domination of curriculum through outcomes and targets. As such, this article contributes to the development of a democratic process model of curriculum. Further, it is argued that how we teach ultimately has a strong effect upon the way our students will teach in the future. Finally, some research effects of using teacher action research in education are presented.