Search results for: Flessner Ryan

The purpose of this study was to analyze the researcher's attempt to address the research/practice divide from the position of a teacher educator. The findings revealed that although the university at which this research was conducted offered students practicum placements throughout their time in the teacher education program, the preservice teachers had difficulty making connections between information learned in university classrooms and experiences in area elementary schools. To address the disconnect between methods coursework and the preservice teachers' practicum placements, the author intentionally planned three class field trips to elementary school. This article has implications for both teacher education programs and for the individual methods course instructor.