PEDAGOGICAL DILEMMA IN TEACHER EDUCATION: BRIDGING THE THEORY PRACTICE GAP.
Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers to "learn from practice" which the policy on the minimum requirements for teacher education aspires to and which has its focus on campus-based teaching with the aim of narrowing the practice-the...
| Publicado en: | South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis Vol. 37; no. 2; pp. 201 - 218 |
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| Autores principales: | , |
| Formato: | Artículo |
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South African Society for Cultural History
Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174457088&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174457088 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10180745 G60Q jtl: South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis issn: 10180745 maglogo: N pubinfo: dt: Dec2023 vid: 37 iid: 2 pid: 87195 pub: South African Society for Cultural History artinfo: ui: 174457088 10.20853/37-2-4610 ppf: 201 ppct: 17 formats: fmt: @attributes: type: P size: 2.9MB tig: atl: PEDAGOGICAL DILEMMA IN TEACHER EDUCATION: BRIDGING THE THEORY PRACTICE GAP. aug: au: Phillips, H. N. Condy, J. affil: Education, Cape Peninsula University of Technology, Cape Town, South Africa su: Teacher education Teacher educators Theory-practice relationship Career development Education theory Experiential learning sug: subj: Teacher education Teacher educators Theory-practice relationship Career development Education theory Experiential learning keyword: "learning from practice" experiential learning on-campus preparation professional development reflective practice theory-practice relationship theory/practice debate ab: Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers to "learn from practice" which the policy on the minimum requirements for teacher education aspires to and which has its focus on campus-based teaching with the aim of narrowing the practice-theory divide. Design/methodology/approach: A qualitative approach through a phenomenological lens, provided opportunities for teacher educators, pre-service final year students and in-service teachers to share personal perspectives of their training experiences. Semi-structured and focus group interviews were specifically structured to solicit perceptions of the practical component of the course. Findings: Pre-service teachers feel that teacher educators are "out of touch" with what happens in classrooms and are not adequately trained to prepare them for the world of teaching. There is evidence that a misalignment exists between how training occurs on campus and what students are facing in the school classroom and this needs to be bridged. Campus courses should be carefully constructed and coordinated with field experiences to effectively guide and support student teacher learning. Originality: Empirical evidence is provided by the most eligible stakeholders i.e., teacher educators, pre-service teachers and in-service teachers, who were able to present their objective and practical views on the realities of their experiences with pre-service teachers' preparedness to merge theory and practice successfully in a classroom. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis is the property of South African Society for Cultural History and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis holder: South African Society for Cultural History dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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