Addressing the Research/Practice Divide in Teacher Education

Autor/in	Flessner, Ryan
Titel	Addressing the Research/Practice Divide in Teacher Education
Quelle	In: Action in Teacher Education, 34 (2012) 2, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.677739
Schlagwörter	Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Teacher Educators; Preservice Teachers; Researchers; Universities; Research and Development; Theory Practice Relationship; Higher Education; Schools of Education; Mathematics Education; Mathematics Instruction; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Researcher; Forscher; University; Universität; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erziehungswissenschaftliche Fakultät; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; USA
Abstract	Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position of a teacher educator. Teaching in a university-based mathematics methods course during the academic year and an elementary classroom during the summer recess provided opportunities to make connections between research and practice. This article examines the effects this study had on the researcher's instruction at the university level. Specifically, the article suggests ways for teacher educators to reconnect with classroom practice in an effort to remain relevant in the quickly changing world of P-12 education. In addition, the study suggests ways for teacher education programs to connect methods courses to authentic field-based experiences to help future teachers make connections between research and practice. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10