Examining Student Teachers' Engagement with the Theory-Practice Link in Initial Teacher Education

Autor/inn/en	Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D.Y.; Cheng, May M. H.
Titel	Examining Student Teachers' Engagement with the Theory-Practice Link in Initial Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 2, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Sylvia Y. F.) ORCID (Wong, Angel K. Y.) ORCID (Li, Dora D.Y.) ORCID (Cheng, May M. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1548167
Schlagwörter	Student Teachers; Preservice Teacher Education; Theory Practice Relationship; Foreign Countries; Teacher Competencies; Knowledge Base for Teaching; Learner Engagement; Reflective Teaching; Teacher Student Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Ausland; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Hongkong
Abstract	The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers' engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers' engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01