Search results for: Theory practice relationship
Page 2/11 102 items
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
Pre-service Teachers’ Growth as Practitioners of Developmentally Appropriate Practice: A Vygotskian Analysis of Constraints and Affordances in the English Context
This article reports on a research programme designed to explore the opportunities for, and barriers to, pre-service teachers’ growth as practitioners of developmentally appropriate practice for children aged 5–11. The analysis is framed by a Vygotskian cultural–historical perspective and points to personal, cultural and structural factors as potential constraints immanent in the various configurations produced by the pre-service teacher–environment interface.
Updated: Jun. 30, 2016
Postgraduate Student Teachers’ Developing Conceptions of the Place of Theory in Learning to Teach: ‘More Important to Me Now Than When I Started’
This article reports on the developing conceptions held by a group of postgraduate student teachers about the relationship of theory to classroom practice in learning to teach. The authors capture participants’ preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The students saw theoretical knowledge as preparation for the classroom and something to be applied in practice. As newly qualified teachers, the participants not only see theory as integral to their practice, but recognise the important, largely unanticipated, role of the university in this process.
Updated: May. 30, 2016
This article aims to examine specific issues arising within the environmental building disciplines at a UK university. It also explores strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
Updated: Mar. 28, 2016
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Updated: Nov. 04, 2015
This article utilizes five characteristics of “good” scientific theory: accuracy, consistency, scope, simplicity, and fruitfulness- taken from the work of Thomas Kuhn. Based upon this examination, four suggestions are provided to support future research into technology integration that seek to help address limitations in the TPACK framework and to inform its appropriate and thoughtful use in research and practice.
Updated: Aug. 03, 2015
The present paper develops the familiar metaphor of teaching as performance towards a definition of teaching as performative act, where words and actions aim to effect cognitive, affective, and behavioral changes in learners. Through the lens of speech act theory, the author argues that teaching consists of pedagogical perlocutions—speech acts whose observed and unobserved effects on learners exceed authorial intention and scientific prediction. The author concludes by considering the ways in which these definitions of effects and effectiveness are themselves the performative effects of performance-based teacher assessment regimes.
Updated: May. 17, 2015
The purpose of this article was to understand the importance of providing teacher candidates with opportunities to critically read and reflect on theory and research. The author designed an assignment, Quadruple Entry Journals. The author explains the pedagogy followed when implementing Quadruple Entry Journals with teacher candidates. Their feedback showed that when theory and research are cooperatively analyzed by teacher candidates, they better understand the connection between theory and practice, thus creating a deep understanding of what to teach and how to teach.
Updated: Apr. 15, 2015
This article describes a collaboration between the authors, a university course instructor for an introductory Learning Sciences course in a university-based teacher education program, and a site coordinator for its paired practicum experience. The collaborators found that their weekly conversations focused on supporting novice teacher learning had the potential to (1) lead to more strategic support of pre-service teachers, and (2) lend greater insights into the nature of the larger teacher education activity system in which they both worked.
Updated: Apr. 15, 2015