Search results for: Theory-praxis gap
Page 1/2 17 items
Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap
This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers’ agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers’ developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency.
Updated: Jul. 12, 2022
How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education
A teacher should arguably know about learning theories (LTs) in order to make daily pedagogical decisions. However, little literature exists on the role of LTs in teacher education. Eight Dutch teacher educators were interviewed on LTs in their curriculum. LTs were unanimously considered important but huge variation was found in what and how LTs are taught. Several functions of LTs were mentioned, with underpinning of pedagogical decisions using LT considered to be the essence of higher education. However, respondents doubted whether this is ever achieved. This suggests an additional paradigm – reality gap in teacher education.
Updated: Mar. 27, 2022
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
Authentic Role-playing as Situated Learning: Reframing teacher Education Methodology for Higher-order Thinking
In this paper, the authors draw from situated learning theory and teacher education research to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. The authors conclude that the experiences of their self-study of the pedagogy of Authentic Role-Playing as Situated Learning showed them that the act of teaching can indeed be demystified by modeling higher-order thinking and teaching within a situated performance role-play, with a robust meta-commentary and significant vulnerability. The authors now believe that vulnerability is an essential element of modeling; without it, they are merely demonstrators, not teachers of teachers.
Updated: Sep. 20, 2018
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses. The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis. The three themes from the analysis of data stand in contrast to the seminar experience.
Updated: May. 10, 2017
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
A ‘Partnership in Teaching Excellence’: Ways in which One School–University Partnership Has Fostered Teacher Development
This article reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.
Updated: Sep. 15, 2013
This paper discusses the gap between theory and practice which has made teacher education a difficult enterprise. Central to the argument of the article is the presentation of a three-level model of teacher learning that helps to frame the relationship between practice and theory in a specific manner. Based on this model, the so-called 'realistic approach' to teacher education is described. The authors conclude that teacher education can make a difference, but that this may require a careful programme design.
Updated: May. 26, 2011
The authors describe the political circumstances facing new graduates of early childhood education (ECE) training programs and the discrepancy between the ECE curriculum they are exposed to and the realities of the field they enter. The article describes the efforts to create a new network of early intervention professionals in order to address some of the challenges facing early intervention in the province of Ontario, Canada.
Updated: Oct. 28, 2009
Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace
This article is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The article argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education program.
Updated: Jun. 03, 2009