Between academia and school: habitus reflexivity as one way of dealing with the theory-practice tension in teacher education.

Autor/inn/en	Kink-Hampersberger, Susanne; Scheer, Lisa; Mendel, Iris
Titel	Between academia and school: habitus reflexivity as one way of dealing with the theory-practice tension in teacher education. Paralleltitel: Med akademijo in šolo: refleksija o habitusu kot eden izmed načinov reševanja napetosti med teorijo in prakso v izobraževanju učiteljev.
Quelle	In: CEPS Journal, 13 (2023) 4, S. 63-85Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647; 1855-9719
DOI	10.25656/01:28910 10.26529/cepsj.1652
URN	urn:nbn:de:0111-pedocs-289109
Schlagwörter	Hochschule; Hochschulbildung; Lehrerbildung; Lehrerausbildung; Schule; Theorie-Praxis-Beziehung; Ungleichheit; Habitus; Reflexion (Phil); Projekt; Österreich
Abstract	Teacher education’s primary goal is to train prospective teachers, which differs from study programmes, such as philosophy or mathematics, that do not cater to defined professions. This traditional understanding of the teaching profession becomes apparent when students ask: 'How is this content, topic, method, task, or question relevant to school work?' It is also reflected in the inclusion of practical school training in teacher education curricula. In Austria’s teacher training, these practical elements are accompanied by theoretical and methodological teaching foundations. However, students often question the applicability of theoretical knowledge to the teaching profession, which creates tension between the academic and pedagogical orientations. This paper discusses these very theory-practice tensions in teacher education based on findings from the project Habitus.Power.Education, which involved student teachers at an Austrian university. The authors argue that teacher training at universities is neither merely a place for producing a future workforce nor a self-growth space without purpose. Teacher training, rather, combines both (sometimes ambivalent) elements: education in its broadest sense and professional training. Using their empirical material, the authors show that the theory-praxis gap manifests in the tension between academic and pedagogical orientation. To address and mediate this tension, they propose the concept of habitus reflexivity. Promoting such a form of reflexivity among students makes it possible to bridge the gap between the different logics of university and school. Furthermore, it helps to comprehend inequality and power imbalances in the education system and develop agency, which is essential for navigating the ever-changing and complex world of modern schools. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main