Practice Makes Practice, or Does It? The Relationship between Theory and Practice in Teacher Education (An Educology of Teacher Education).

Content Provider	Semantic Scholar
Author	Harste, Jerome C. Leland, Christine H. Schmidt, Kristina Vásquez, Vivian Ociepka, Anne
Copyright Year	2002
Abstract	This study examines the role that theory and practice play in the preparation of new teachers. It presents multilayered observational, anecdotal and performance data relating to a group of undergraduate “interns” in an urban elementary teacher education program. These data lend support to the hypothesis that the understanding by new teachers of the relationship between theory and practice influences (1) the way they position themselves as professionals, (2) the conceptual stance they take in developing curriculum and (3) the degree to which they come to see themselves as change agents who can make a difference in the lives of children. Observational data are provided for four interns during their student teaching experience and two years later when they are teaching on their own. The authors conclude that education is theory all the way down and that educologists in teacher education programs have a particular obligation to address theoretical issues in their work with future teachers. International Journal of Educology, 2002, Vol 16, No 2
Starting Page	116
Ending Page	191
Page Count	76
File Format	PDF HTM / HTML
Volume Number	16
Alternate Webpage(s)	http://hwcdn.libsyn.com/p/d/9/f/d9f888120208c7e3/reading_online_practice.pdf?c_id=2455337&cs_id=2455337&expiration=1562753336&hwt=b6c7653f7cd21699abeef9d539703687
Alternate Webpage(s)	http://files.eric.ed.gov/fulltext/ED494909.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article