Search results for: Theory practice relationship
Page 1/11 101 items
Developing research-informed practice in initial teacher education through school-university partnering
There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a 10 year period, how student teachers in an English University on a one year course, draw on theoretical models, introduced in university sessions, when planning for a ‘creative week’ placement in schools. Working within an interpretivist paradigm drawing on data from 52 student teachers, 10 teachers and 50 children this case study explored a model of teacher education provision. Findings illuminated factors that inhibited student teachers from planning engaging lessons, which challenged their learners, including poor relationships between stakeholders, misunderstandings of the purpose of the placement and under developed knowledge and understandings of how to successfully draw on theoretical models to enhance learning, together with the challenges of limited time during a one year course. Findings also uncovered the extent to which student teachers were ‘allowed’ by some teachers, but not by others, to take risks in their practice, and the impact this has on student teachers’ sense of autonomy and confidence. Implications of the research demonstrate how findings can impact on ITE course design and partnering models between University and schools.
Updated: Jul. 28, 2020
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Updated: Oct. 18, 2017
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
This study presents an evaluation of a theory-based trajectory for professional development called FeTiP (FeedbackTheory into Practice). It aims to have an observable effect on teacher classroom behavior. The authors describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. The findings reveal that teachers showed significant progress in the frequency of the feedback they provided after following FeTiP. In the post-tests, they also provided significantly more specific feedback, and their ratio of positive and negative feedback increased. The authors found no differences for age, gender, or experience in the total frequency of feedback, specific feedback, and the ratio of positive and negative feedback at the pre-test condition.
Updated: Sep. 13, 2017
This article analyses data from two studies in English comprehensive schools, in which teachers were given research reports about teaching gifted and talented students, and supported over a 12-month period, to incorporate findings into practitioner research projects of their own devising. The findings revealed that the teachers used research in instrumental and strategic ways, but only very occasionally. More frequently, their use of research was conceptual. Within this category, research influenced what teachers thought about, and how they thought.
Updated: Aug. 30, 2017
This paper presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum.
Updated: Jul. 09, 2017
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
The purpose of this study was to develop a training for physical education (PE) teachers on how to create a need-supportive learning environment. This article described how researchers and experienced secondary school PE teachers closely collaborated to develop a continuous professional development (CPD) training grounded in Self-Determination Theory’s principles of need-supportive teaching. The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning. In addition, the PE teachers highly appreciated the theoretical background information to be able to understand and follow the rest of the training.
Updated: Jan. 01, 2017
The present study examines the work of the Self-Study of Teacher Education Practices special interest group of the American Educational Research Association from the perspectives of its members with a focus on its development, scholarship, mentorship, practice, and community, and with the major goal of informing its future work. Findings indicate that a sense of community, a nexus of personal and professional development, and collective shaping and engagement are important components for growth despite challenges encountered.
Updated: Nov. 09, 2016
‘I See What I See from the Theory I Have Read.’ Student Teachers Learning through Theory in Practice
This paper presents experiences from a research and development project. In this project, Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers. In addition, an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession.
Updated: Oct. 05, 2016
Promoting Collaborative Practice and Reciprocity in Initial Teacher Education: Realising A ‘Dialogic Space’ through Video Capture Analysis
This article explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors and knowledge are disrupted. Analysis highlights the power of this space to promote reciprocal learning across the partnership.
Updated: Oct. 05, 2016
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Updated: Sep. 28, 2016