Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice

Abstract

The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and researchinformed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features.

Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses

“…Existing literature points to the impact of COVID-19 on teaching in many parts of the world, particularly in terms of difficulties, constraints and challenges faced by governments, institutions and stakeholders (Zhang et al 2020;Judd et al 2020;NFER 2020;Huber and Helm 2020). Other publications focus on experiences, innovations and strategies to deal with remote teaching (Ferdig et al 2020) as well as descriptions of how institutions and stakeholders adapted to the new scenario created by COVID-19 pandemic (Moorhouse 2020;Zhang et al 2020;Bao 2020).…”

Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores

“…Empleamos, para tal fin, estrategias de tipo inductivo y deductivo en la medida que, si bien partíamos de un esquema inicial de variables a analizar, el trabajo desarrollado con los datos hizo que fuera necesario redefinir algunas de esas categorías y códigos durante el proceso de análisis. Utilizando esos códigos se procedió al desarrollo de teorías por medio de un proceso de abstracción (Flick, 2014). En este análisis hicimos uso del programa de análisis de datos cualitativo MaxQda, que permite sistematizar la información.…”

Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context

“…It entailed at the same time new and old challenges and problems, namely the link between theory and practice and the fragmentation of the curriculum components of ITE (mainly due to the separation between the first degree focusing on content knowledge and the second degreemaster's levelfocusing on knowledge acquisition about curriculum, pedagogy, specific didactics, etc. but also on learning about professional practice, including practicum), the place of the practicum and the role of research (see, Flores, 2011Flores, , 2018Flores et al, 2016;Vieira et al, 2019). The existing national legal framework (Decree-Law No.…”

“…In the official documents regulating practicum in my institution, the goals of practicum are defined in such a way that it aims to promote the critical analysis and understanding of pedagogical interventions as well as the critical intervention in such contexts; to deepen competences related to subject knowledge and pedagogy; to develop a research and collaborative culture; and to foster the integration of the cultural, social and ethical dimensions in the professional learning. Therefore, the new practicum model included three main dimensions associated with the professional profile of student teachers: i) the conceptual dimension (which relates to the theoretical framework of professional practice including subject knowledge, didactics, general educational knowledge, research and context); ii) the strategic dimension (associated with the methodological framework of professional practice including processes and techniques of analysis and development of subject knowledge and teaching and learning, regulation of and research into teaching, and understanding and transformation of intervention contexts); and, iii) the axiological dimension (which deals with the values of professional practice including the ethical and political values that underpin educational action with its ethical and political implications) (Flores, 2018;Vieira et al, 2019) (see Figure 1). As Bullock (2016, p. 381) states, "one powerful way to encourage teacher candidates to develop authority over their own experiences (and hence a personal, practical, professional knowledge) is to engage them in one or more forms of teacher inquiry including but not limited to action research and self-studies of their own experiences during practicum placements and during their teacher education programmes".…”