Mind the Gap. Combining Theory and Practice in a Field Experience

Autor/inn/en	Turunen, Tuija A.; Tuovila, Seija
Titel	Mind the Gap. Combining Theory and Practice in a Field Experience
Quelle	In: Teaching Education, 23 (2012) 2, S.115-130 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.669751
Schlagwörter	Student Teaching; Teacher Education Programs; Experiential Learning; Language Skills; Teaching Methods; Field Experience Programs; Theory Practice Relationship; Case Studies; Elementary School Teachers; Practicum Supervision; Student Teacher Supervisors; Supervisory Methods; Teacher Role; Foreign Countries; Collegiality; Action Research; Instructional Development; Supervisor Supervisee Relationship; Pedagogical Content Knowledge; Knowledge Base for Teaching; Teaching Skills; Finland + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisnahes Lernen; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Ausland; Kollegialität; Projektforschung; Teaching improvement; Unterrichtsentwicklung; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Finnland
Abstract	In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors' perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers' understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb's experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers' planning processes. They also gained more comprehensive understanding of primary school teachers' possibilities to develop children's language skills every day and in all subjects. (Contains 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10