Postgraduate Student Teachers' Developing Conceptions of the Place of Theory in Learning to Teach: "More Important to Me Now than When I Started"

Autor/in	Knight, Rupert
Titel	Postgraduate Student Teachers' Developing Conceptions of the Place of Theory in Learning to Teach: "More Important to Me Now than When I Started"
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 2, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1010874
Schlagwörter	Graduate Students; Student Teachers; Student Teacher Attitudes; Theory Practice Relationship; Preservice Teacher Education; Longitudinal Studies; Case Studies; Foreign Countries; Attitude Change; Beginning Teachers; Role Theory; Qualitative Research; Semi Structured Interviews; Focus Groups; United Kingdom (England) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Ausland; Attitudinal change; Einstellungsänderung; Junior teacher; Junglehrer; Rollentheorie; Qualitative Forschung
Abstract	Integrating theoretical knowledge within teacher education has often been portrayed as difficult, with previous studies reporting student teachers' ambivalence, or even scepticism, about the value of research findings and theory to classroom practice. Moreover, the nature of teachers' professional knowledge is itself uncertain and highly complex. This paper 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 data are drawn from a small-scale longitudinal case study. They capture participants' preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The research finds these students to be far from naïve at the outset, entering training open to a range of forms of learning, with a positive view of the potential contribution of theory to practice. Alongside a growing appreciation of the complex, situated and contested nature of theory, the data suggest that theory comes to be increasingly valued over time. 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. As a result of these insights, potential considerations for course design are offered, at a time when teacher education in many countries is becoming more school-based and new forms of partnership are being developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01