"I See What I See from the Theory I Have Read." Student Teachers Learning through Theory in Practice

Autor/inn/en	Nilssen, Vivi; Solheim, Randi
Titel	"I See What I See from the Theory I Have Read." Student Teachers Learning through Theory in Practice
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 4, S.404-416 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1080423
Schlagwörter	Foreign Countries; Student Teachers; Student Teacher Attitudes; Student Teaching; Theory Practice Relationship; Learning Processes; Inquiry; Research and Development; Field Instruction; Field Experience Programs; Constructivism (Learning); Norway + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Theorie-Praxis-Beziehung; Learning process; Lernprozess; Forschung und Entwicklung; Praxisklasse; Praxisnahes Lernen; Norwegen
Abstract	This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil's learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: "commuting between field practice and coursework," the "authenticity" of the tasks and "future relevance" for the teacher profession. These aspects are interpreted building upon Dewey's concept "educative experience." The findings are discussed in the light of the importance of understanding pupils' knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01