ABSTRACT
This chapter describes, and critically examines, a form of reflective teaching – the action research seminar – for the implementation of democratic values and pedagogy in a university social foundations of education class. The argument is advanced that teacher education programs emphasizing reflective and democratic principles and theory must also utilize a democratic and critically reflective pedagogy rather than authoritarian teaching styles, as demonstrated by over-reliance upon the formal lecture, didactic classroom presentation and demonstration teaching methods so commonly found in the everyday contemplative culture of the college and university.
