Student Teachers' Professional Development: Early Practice and Horizontal Networks as Ways to Bridge the Theory-Practice Gap

Autor/inn/en	Ribaeus, Katarina; Enochsson, Ann-Britt; Löfdahl Hultman, Annica
Titel	Student Teachers' Professional Development: Early Practice and Horizontal Networks as Ways to Bridge the Theory-Practice Gap
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 1, S.2-16 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ribaeus, Katarina) ORCID (Enochsson, Ann-Britt) ORCID (Löfdahl Hultman, Annica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1797956
Schlagwörter	Student Teachers; Theory Practice Relationship; Preschool Teachers; Personal Autonomy; Concept Formation; Knowledge Base for Teaching; Student Teacher Attitudes; Social Networks; Educational Researchers; Foreign Countries; Knowledge Level; Professional Development; Sweden; Norway + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Theorie-Praxis-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Individuelle Autonomie; Concept learning; Begriffsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Social network; Soziales Netzwerk; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Ausland; Wissensbasis; Schweden; Norwegen
Abstract	This article focuses on student teachers' professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers' agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers' developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01