Search results for: Theory practice relationship
Page 4/11 103 items
This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.
Updated: Nov. 19, 2013
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013
Three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. The overall aim of the pilot programme was to connect the three elements of teaching, development and research to each other and to embed them in the schools’ practice in such a way as to increase their capacity for innovation. The authors conclude that this research shows the importance of teamwork. Furthermore, teacher researchers need to be given a clear position and status within the school. Finally, the school management can also help ensure that the results of the research are actually used within the school by giving the teacher researchers a leading role in team meetings and study days.
Updated: Oct. 23, 2013
This article considers the theme: how to take what we know from research and put it to effective policy and practice use. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers.
Updated: Oct. 22, 2013
This article describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. The authors claim that educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class–sensitive pedagogy might entail. This manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K–12 and teacher education.
Updated: Sep. 17, 2013
The author has been inspired by Gloria Ladson-Billings' article which described what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. However, this article offers the term and stance of culturally sustaining pedagogy as an alternative. The author believes that this alternative embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Updated: Sep. 15, 2013
This article sheds new light on the relationship between theory and practice through an analysis of empirical findings recorded in a subject-oriented action research project. In this article the author is asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.
Updated: Aug. 21, 2013
How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors
The author examines at the relationship between mentors, interns, and field advisors on a theological internship programme from an action research perspective. The author uses the work of Hans Georg Gadamer as a conceptual framework. The findings reveal that three themes emerged: One of the behavioural themes that came out of each interview with the interns and mentors was the as sense of the initial emotional uncertainty it is connected with the field advisor. Another finding that emerged is the role of the field advisor as the reflective friend. The third finding centres on the theme of the field advisor as being an insider/outsider.
Updated: Aug. 05, 2013
This article is a reflexive account of the use of critical social theory within the author's practice as an action researcher. The author discusses how a selective deployment of key constructs from the work of Jurgen Habermas has supported my work as a second-order action researcher. The author demonstrates how these constructs can help deal with the practical and theoretical tensions faced when supporting groups of action researchers. The author focuses on one of the key issues faced by any external agent trying to work within such groups: how to avoid imposing their own agendas and interpretations.
Updated: Apr. 28, 2013
Enriching Action Research with the Narrative Approach and Activity Theory: Analyzing the Consequences of an Intervention in a Public Sector Hospital in Finland
The current study aims at contributing to the development of theory and methodology in the field of organizational intervention research. An empirical case is presented of a public-sector hospital unit that was in crisis and took part in an organizational change process based on action research. The long-term consequences of the project are traced and analyzed by conducting ethnographic field research, including narrative inquiry.
Updated: Apr. 28, 2013