Literaturnachweis - Detailanzeige
Autor/in | Allen, Jeanne Maree |
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Titel | How Front-End Loading Contributes to Creating and Sustaining the Theory-Practice Gap in Higher Education Programs |
Quelle | In: Asia Pacific Education Review, 12 (2011) 2, S.289-299 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1598-1037 |
DOI | 10.1007/s12564-010-9141-x |
Schlagwörter | Preservice Teacher Education; Teacher Education Programs; Focus Groups; Theory Practice Relationship; Perspective Taking; Interaction; Educational Experience; Trainees; Higher Education; Interviews; Graduate School Faculty |
Abstract | In this paper, I show how Mead's theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in "front-end loading" university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times conflicting environmental, social and cultural conditions in the two "fields of interaction" of their training program, namely, the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold. First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Second, I conclude that Mead's theory of emergence proves effective in predicting the obduracy of the gap between theory and practice in front-end programs. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |