Literaturnachweis - Detailanzeige
| Autor/in | Kaya, Jean |
|---|---|
| Titel | Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective |
| Quelle | In: Journal of Teacher Education and Educators, 12 (2023) 2, S.215-236 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Kaya, Jean) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2147-0456 |
| Schlagwörter | Preservice Teachers; Preservice Teacher Education; Theory Practice Relationship; Student Teaching; Student Attitudes; Student Teacher Attitudes; Teaching Methods; Knowledge Level; Situated Learning |
| Abstract | This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers' learning, I analyzed pre-service teachers' conceptualizations of their learning about teaching and learning. Findings demonstrated that pre-service teachers emphasize expansion of pedagogical repertoires rather than potential relationships or connections between what they learn at the university and practices in K-12 educational spaces. The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge. (As Provided). |
| Anmerkungen | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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