Skip to main content

REVIEW article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1456310

Affordances of Community-Oriented Praxis in Teacher Education: A Configurative Review

Provisionally accepted
Amoni Kitooke Amoni Kitooke 1*Kathleen Mahon Kathleen Mahon 2
  • 1 Department of Educational Work, University of Borås, Borås, Sweden
  • 2 Institute for Teaching and Learning Innovation, The University of Queensland, Brisbane, Queensland, Australia

The final, formatted version of the article will be published soon.

    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.

    Keywords: Community, community-oriented praxis, community-oriented teacher education, urban teacher education, Indigenous teacher education, Rural teacher education, Teacher Education, configurative review

    Received: 28 Jun 2024; Accepted: 24 Sep 2024.

    Copyright: © 2024 Kitooke and Mahon. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Amoni Kitooke, Department of Educational Work, University of Borås, Borås, Sweden

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.