Linking practice to theory in teacher education: A growth in cognitive structures

Hennissen, Paul; Beckers, H; Moerkerke, George

doi:10.1016/j.tate.2017.01.008

Cited by 53 publications

(40 citation statements)

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“…I think the knowledge from the class gave me confidence even though I didn't have any experience teaching or learning how to speak. (Hyunkyu, Reflective Journal Entry) While Hennissen et al (2017) emphasized the importance of helping students link their preconceptions of teaching and their practices during the practicum, the participants in this study showed that they had no preconceptions of teaching speaking, since they had never been taught. In this regard, the university course filled in this gap.…”

Section: Connecting Theory and Practice: Contributing Factorsmentioning

confidence: 70%

“…Others have pointed out that the differences between the type of information processing required in the university course and the one demanded during actual practice (Korthagen and Wibbels 2001), and not having enough time to put the theoretical knowledge to practice (Mattsson et al 2011) also make it difficult for pre-service teachers to integrate theory and practice. In addition to the gaps in the program, the pre-service teachers have been found to have difficulties in linking their preconceptions of teaching and their practices during the practicum (Hennissen et al 2017;Wubbels 1992).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite such effort of the teacher-training program, there have been continuous indications of pre-service teachers experiencing difficulties bridging the gap between theory and practice. The causes of their inability to make such a connection have been discussed extensively in related studies (Hennissen et al 2017;Korthagen and Wibbels 2001;Mattsson et al 2011;Wubbels 1992). In particular, the pre-service teachers seem to struggle with the gap between expectations and reality regardless of the amount of preparation before the practicum (Cole and Knowles 1993).…”

Section: Introductionmentioning

confidence: 99%

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Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Yin

2019

Innov Educ

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The present study explores the perceptions of pre-service teachers regarding their experiences in the university teacher-training course during the practicum. In particular, the study focuses on how the pre-service teachers perceived the effects of the university course, as they tried to connect theory and practice during the practicum. A total of 15 participants enrolled in the methodology course for teaching speaking attended a 4-week practicum in secondary schools. They recorded their reflections on their teaching experiences in their reflective journals and they were interviewed after the practicum. The results of the study showed that the university course prepared them the fundamental skills to prepare for lessons and reflect on their teaching practice. However, the course failed to prepare them adequately to cope with the realities of the classroom context, as the university course only provided them with an idealistic view of the classroom. The implication of the study suggests ways to better connect university courses with the actual classroom practices to provide pre-service teachers the maximum support to practicalize their knowledge during the practicum.

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Section: Connecting Theory and Practice: Contributing Factorsmentioning

confidence: 70%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Yin

2019

Innov Educ

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“…El modelo educativo de Comunidades de Aprendizaje ha ido conformando una potente herramienta transformadora de la escuela (Gash 2015;Morlà, 2015), abordando tanto el aspecto de la inclusividad (Oliver, de Botton, Soler & Merril, 2011), como el del rendimiento académico (Cabanellas et al, 2005;De Guzmán, 2012;Flecha, García, Gómez & Latorre 2009 ) y la oportunidad de enlazar real y auténticamente, la teoría y práctica educativa (Hennissen, Beckers, & Moerkerke, 2017), propiciando una fecunda investigación que vinculará la infancia y su participación en debates sobre la ciudadanía, cambio social, activismo, etc. (Sevasti-Melissa, 2015) Conceptos como Inteligencia Cultural (Ramis & Krastina, 2010), Aprendizaje Dialógico, Grupos Interactivos, (Gómez del Castillo, Aguilera-Jimenez & Prados-Gallardo, 2016), Tertulias Dialógicas, Familias Colaboradoras (Bonàs et al, 2007;Elboj, Puigdellivol, Soler & Valls, 2002) modifican sustancialmente una concepción del aprendizaje y del Conocimiento formateando nuevos escenarios educativos y generando nuevas relaciones comunicativas fundamentales para repensar no solo la educación, sino los espacios donde ésta tiene lugar, bajo una óptica social más esperanzadora e inclusiva de nuestra contemporaneidad.…”

Section: Modelo Comunidades De Aprendizajeunclassified

Representaciones conceptuales de las/os maestras/os de Infantil en torno a la organización espacial del aula

Urrego

Gomis

2019

profesorado

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Esta investigación de corte cualitativo, fue realizada a fin de conocer y analizar las concepciones en torno a la organización espacial del aula de infantil que proyectan 20 docentes ubicados en la provincia de Alicante, (España) con el propósito de situarlas atendiendo a los tres modelos educativos que hemos utilizado como referenciales: constructivismo inicial, socioconstructivista y comunidades de aprendizaje. La investigación llevada a cabo mediante entrevistas semiestructuradas y analizadas a través del uso del software Aquad Six, facilitó un ordenamiento e interpretación de datos a través de categorías emergentes representativas de las concepciones del profesorado. Si bien las transformaciones tanto infraestructurales como conceptuales que ha sufrido el aula de educación infantil en los últimos 40 años, no dejan duda de importantes cambios en el pensamiento didáctico docente, particularmente cuando hablamos en términos de organización, dotación y zonificación interna, sí es posible inferir ciertas limitaciones que mantienen aún este diseño, cautivo de enfoques tradicionales cognitivistas; esto es, bajo un modelo constructivista primario o inicial, que dificulta pensar el aula en términos socioconstructivistas y menos aún como comunidad de aprendizaje.

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“…In general, in scientific problem-solving practice, especially in the case of complex problems (Hennissen et al, 2017, La Rocca et al, 2017, the classical separation between objective and subjective, quantifiable and qualitative, tangible and intangible, rational and emotional, etc., more than frequently does not occur. On the contrary, the neutrality of values demanded by theory-driven science is an unrealistic hypothesis (Söderbaum, 1999;Kaufmann, 1999).…”

Section: Figure 13 Fuzzy Version Of the Saaty Scalementioning

confidence: 99%

Multi-criteria decision methods to support the maintenance management of complex systems

Carpitella¹

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A thesis under a co-tutelle agreement between UNIPA and UPV within their respective programmes of doctorates in "PROF. ALFREDO PERIS (UPV) THE TUTORS PROF. ANTONELLA CERTA (UNIPA) PROF. JULIO BENÍTEZ (UPV) PROF. JOAQUÍN IZQUIERDO (UPV)To my father, my mother and Nino The rock upon which I stand ACKNOWLEDGMENTS Three years ago I undertook a long and difficult, but beautiful journey, called a double PhD. It has been so challenging and undoubtedly the most important personal achievement of my whole life so far. I compared myself with something I thought was much bigger than me. Actually, in order to accomplish it successfully, I just needed to fully involve my heart. I did it without saving my strengths. What I have learnt during my doctorate will remain with me forever. Not only did I further develop my professional skills and my attitude to scientific research, but above all I made real my passion for discovery. Discovering the world, meeting new people, appreciating diversity, considering various manners of working and living, learning new languages, facing my weaknesses and getting over them. All of the things listed above unquestionably influenced my personal development. And personal growth is an endless process. It goes without saying that this doctoral thesis is the result of all my efforts and love. I dedicate it… To my father and my mother, the most important people in my life. I wish I could be even half as good person and engineer as they are. All that I am I owe to my parents. To my brother Nino, who is for me the best example of courage and who has had right answers to my doubts since we were just children. To my grandma Wilma, a great woman to whom I owe most of my personality. To all my family, especially to my grandparents Maria and Mario, and to my cousins/sisters Paola, Luisa and Carla. To Antonella and Joaquín, my "academic parents" and continuous sources of inspiration, who have transmitted me all their passion for this incredible job and taken care of my personal and professional growth in every possible way. They made my horizon larger and pushed me to continuously challenge myself. I consider them as a true family, more life-mentors rather than professors, and I will be always aware of the fundamental part they play in my life. To Julio, who has been indispensable to carry out this thesis and carefully followed all the stages of its development, with endless competence and kindness. It has been a true privilege to work with such a source of knowledge as Julio is. To Professor Giacomo Galante, who first believed in me when I was an undergraduate student and, after having supervised my master thesis, introduced me to the University world. To Professor Mario Enea, who kindly and fully supported me during the whole duration of my doctorate studies. To Manu and Idel, who treat me as I was their little sister, giving me a lot of attention and dedicating a lot of their priceless time (days, weeks, months) to teach me loads of things. They guided me across unforgettable and thought-provoking internat...

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Linking practice to theory in teacher education: A growth in cognitive structures

Cited by 53 publications

References 32 publications

Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Representaciones conceptuales de las/os maestras/os de Infantil en torno a la organización espacial del aula

Multi-criteria decision methods to support the maintenance management of complex systems

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