Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences

Autor/inn/en	Allsopp, David H.; DeMarie, Darlene; Alvarez-McHatton, Patricia; Doone, Elizabeth
Titel	Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences
Quelle	In: Teacher Education Quarterly, 33 (2006) 1, S.19-35 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Practicums; Professional Development Schools; Theory Practice Relationship; College School Cooperation; Field Experience Programs; Teacher Education Programs; Delivery Systems; Data Collection; Preservice Teachers + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Praxisnahes Lernen; Auslieferung; Data capture; Datensammlung
Abstract	A long-standing goal for many teacher preparation programs is to link theory to practice (i.e., "linkages") for teacher candidates through close university-school partnerships. Essentially, the professional development schools (PDS) models were established to bridge this gap of theory and practice and to provide an environment in which collaboration between university faculty and teachers can foster shared knowledge, professional growth, and progressive methods of instruction. A primary goal of the PDS model is to engage the teacher candidate in professional activities within schools in order to develop the skills of inquiry, reflection, problem solving, and collaboration. The Department of Special Education at the authors' university has been involved in formal partnership development with surrounding school districts for the past 12 years. This partnership has two specific goals: (1) to develop a partnership where more meaningful linkages can be made by students between the content they learn in their courses and their early practicum field experiences; and (2) to systematically collect data for the purpose of evaluating goal number one. The primary research question that guided data collection during the first semester of the partnership was: To what extent do teacher candidates make linkages between courses taught on-site and their practicum? This paper describes an enhanced course-practica delivery model, data collected to answer the research question, findings, and lessons learned. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10