Reflective Teachers and Reflective Tutors: school experience in an initial teacher education course

Ashcroft, Kate; Griffiths, Morwenna

doi:10.1080/0260747890150103

Cited by 15 publications

(5 citation statements)

References 20 publications

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“…The theory-practice gap is an important issue that has been discussed in many studies concerned with teacher education (e.g. Ashcroft and Griffiths 1989;Cheng, Cheng, and Tang 2010;Griffiths and Tann 1992;Smith and Hodson 2010). The pre-service teachers' comments on this issue can be summarised under two interrelated points: the difference between theory and practice, and putting theory into practice.…”

Section: Theory Versus Practicementioning

confidence: 98%

Pre-service teachers' reflections during field experience

Al-Hassan

Al‐Barakat

Al-Hassan³

2012

Journal of Education for Teaching

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This research study investigates pre-service teachers' perceptions of their field experience in kindergartens and schools in Jordan. A total of 57 pre-service early years teachers wrote weekly reflective journals describing and commenting on their experiences during placement in kindergartens and elementary schools. Three major themes emerged from the journals: descriptive narratives of pre-service teachers' field experience, the difficulties they faced, and the advantages of their experience. In light of the study findings, some suggestions are introduced to improve field training programmes. It is also concluded that journal writing can be used in teacher education as a learning tool that enhances pre-service teachers' learning and professional development.

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Section: Theory Versus Practicementioning

confidence: 98%

Pre-service teachers' reflections during field experience

Al-Hassan

Al‐Barakat

Al-Hassan³

2012

Journal of Education for Teaching

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“…Other studies show that student teachers feel there is a lack of 'connection' between the teacher education programme and the school-based teaching experiences (Hobson et al 2008, 414). It is very hard to preserve the unity of theory and practice during a short teaching practice period in schools (Ashcroft and Griffiths 1989). Zeichner and Tabachnick (1981) found that many newly learnt teaching theories or conceptions developed during teacher education programmes are 'diluted' by the initial confrontation during their teaching practice.…”

Section: The Gap Between the Theory And Practice Of Teachingmentioning

confidence: 99%

Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

Cheng

Tang

2010

Journal of Education for Teaching

150

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The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory-practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pretraining experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close this gap are identified. Implications for improving teacher education programmes are also discussed.

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“…Ashcroft & Griffiths, 1989;Lucas, 1989) Canada, (e.g. Clandinin & Connelly, 1986;Mackinnon & Erickson, 1988), and other parts of the world.…”

Section: Introductionmentioning

confidence: 99%

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

Pedro

2005

Reflective Practice

117

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Reflective Teachers and Reflective Tutors: school experience in an initial teacher education course

Cited by 15 publications

References 20 publications

Pre-service teachers' reflections during field experience

Pre-service teachers' reflections during field experience

Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

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