Reasserting Theory in Professionally Based Initial Teacher Education

Autor/inn/en	Hodson, Elaine; Smith, Kim; Brown, Tony
Titel	Reasserting Theory in Professionally Based Initial Teacher Education
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 2, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Preservice Teacher Education; Student Teachers; Foreign Countries; Tutors; Teaching Methods; Theories; Theory Practice Relationship; Diaries; Student Development; Teacher Competencies; Teaching Skills; Student Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Förderlehrer; Lehrender; Tutor; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Theorie-Praxis-Beziehung; Diary; Tagebuch; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching practice; Unterrichtspraxis
Abstract	Conceptions of theory within initial teacher education in England are adjusting to new conditions where most learning how to teach is school-based. Student teachers on a programme situated primarily in an employing school were monitored within a practitioner enquiry by their university programme tutors according to how they progressively understood theory. The tutors meanwhile also focused on how their own conceptions of theory responded and evolved in relation to their students' changing perceptions. This resulted in the students retrospectively identifying and developing theoretical and analytical capabilities. University sessions became a reflective platform from which to critically interrogate the emergent story of what it is to be a teacher in a school. There are implications for schools and universities about what it is to learn to be a teacher. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10