Theory and Practice in Teacher Education

Davis, Dennis S.; Röper, W.

doi:10.1080/0261976820050303

European Journal of Teacher Education

1982

DOI: 10.1080/0261976820050303

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Theory and Practice in Teacher Education

Dennis S. Davis¹,

W. Röper²

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“…work in this area was in response to the nigh-on constant discourse around the divide between theory and practice in teacher education, the latter arising as a corollary of the professionalisation of teaching in the 1960s when responsibility for teacher "training" fell to the universities. The social, political and industrial context of teachers' work was inexorably changed at that point in time (Davis & Roper, 1982), as it was again much more recently with the move to standardisation. In initial teacher education, Allen et al (2017) conceptualise professional learning as being constructed in the "third space" (Zeichner, 2010)a symbolic space that transcends the boundaries between university and schools, which serves to connect people participating in different contexts in communities of professional practice aimed at coproducing and using knowledge.…”

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Editorial: Teacher education for enduring impact

Allen

Singh

Rowan

2018

Asia-Pacific Journal of Teacher Education

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The six papers in this issue address, in different ways, teacher education 1 programs and initiatives for practising teachers. While the necessity of ongoing professional learning across all the professions is a given, we argue that it is of increasing importance in teaching in the current era. The shift in many countries in the 21 st century to the standardisation of teaching means that teachers and school leaders are required to account for their teaching practices in ways to which they were not previously called. In Australia, for example, engaging in professional learning represents one of seven standards of practice (Australian Institute for Teaching and School Leadership (AITSL), 2011) and, in the United Kingdom, the Teachers' Standards (United Kingdom Department of Education, 2011) require teachers to take responsibility for developing their teaching skills through appropriate professional development. The introduction of these types of accountability measures has led to changes in many quarters in the ways in which professional learning is conceived and delivered, as well as to increased scrutiny from the educational and broader communities of the efficacy of teacher professional learning measures (see, e.g., Darling-Hammond, Chung Wei, & Andree, 2010; Productivity Commission, 2017). The Australian Productivity Commission (2017) recently noted that "raising student performance depends on the capabilities and practices of teachers and principals" (p. 90) and recommended that Australian governments should "improve the skills and effectiveness of the existing teacher workforce, with comprehensive professional development initiatives and other mechanisms, supported by evidence that these are genuinely effective" (p. 15). From a similar standpoint, AITSL (2012) developed the Australian Teacher Performance and Development Framework at the start of the decade, with a view to creating a performance and development culture in all schools, "characterised by a clear focus on improving teaching as a powerful means of improving student outcomes" (p. 2). While we acknowledge that these types of claims and recommendations are subject to debate, as are the ontological and epistemological stances from which they are generated, they nonetheless represent commonly-espoused expectations around professional learning and its outcomes, to which teachers and teacher educators are currently beholden. It is within this context that we consider and problematise the concept of teacher professional learning. At the level of definition, it is important that we shift away from the notion of "professional development" because of the implied lack of agency that this term evokes: teachers cannot be developed by external agents and measures; rather they require opportunities to develop and enhance their practice through professional learning in its myriad formsworkplace learning, communities of practice learning, everyday learning, etc. Powerful professional learning promotes sustained growth in the learner, particularly through collaborat...

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confidence: 99%

Editorial: Teacher education for enduring impact

Allen

Singh

Rowan

2018

Asia-Pacific Journal of Teacher Education

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Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

Rayner

Allen

2013

Australas. j. spec. educ.

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This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

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La formation d’enseignants en art dramatique : dynamique entre la théorie et la pratique

Davis¹

2007

rse

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Cet article s'organise autour de la planification d'un programme en éducation s'adressant aux futurs enseignants spécialistes en art dramatique au niveau secondaire. Ce programme, mis sur pied en Angleterre, a évolué sur une période d'environ dix-huit ans. Les leçons, tirées de cette évolution, indiquent qu'en plus d'avoir répondu aux attentes du gouvernement, les promoteurs et les participants ont réussi une certaine mise à distance de la pratique; par exemple, le programme est passé de la formation de l'enseignant à l'entraînement de l'enseignant. Cet article porte sur le rapport théorie et pratique que nous avons maintenu dans le programme et sur le choix des théories retenues pour en conserver la souplesse. Un schéma détaillé du programme permet d'en observer le contenu ainsi que les méthodes d'enseignement choisies.This article discusses the development of a training program for secondary level teachers specializing in drama. This program was implemented in England and evolved over a period of eighteen years. The author reflects on this evolution and notes that, as well as responding to the expectations of government, the promotors and participants of the program have succeeded in developing reflection on their practices: for example, the program evolved from one of teacher training to one of teacher coaching. This article also describes the relation between theory and practice which characterizes the program as well as the choice of theories which allow flexibility. A detailled representation of the program demonstrates the content and teaching methods proposedEste articulo esta organizado alrededor de la planificacion de un programa de educaciôn de futuros maestros especializados en arte dramatico en escuelas secundarias. Este programa, implantado en Inglaterra, ha evolucionado en un periodo de alrededor de dieciocho anos. Esta evolucion nos indica que ademâs de haber respondido a las expectativas del gobierno, los promotores y participantes lograron un cierto distanciamiento de la prâctica; por ejemplo, el programa pasô de la formacion del maestro al entrenamiento del mismo. El articulo trata la relaciôn mantenida en el programa entre la teoria y la prâctica, y la selecciôn de aquellas teorias escogidas para conservar la flexibilidad del programa. Un diagrama detallado del programa permite observar su contenido asi como los métodos de ensenanza utilizados.Im vorliegenden Artikel geht es um einen Studienplan fur kunftige Lehrer der dramatischen Kunst auf der Mittelschule. Dieser in England eingestezte Plan hat sich im Laufe von ungefâhr achtzehn Jahren veràndert. Man hat aus diesen Veränderungen gelernt und daraus geschlossen, dass nicht nur den Erwartungen der Regierung Rechnung getragen wurde, sondern auch, dass es den Initiatoren und den Mitwirkenden gelang, eine gewisse Distanz zur Praxis herzustellen. Zum Beispiel hat sich der Plan so verändert, dass aus Lehrerausbildung Lehrertraining geworden ist. Dieser Artikel befasst sich mit dem Zusammenhang zwischen Théorie und Praxis, den wir im Lehrplan beibe...

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Theory and Practice in Teacher Education

Cited by 3 publications

References 0 publications

Editorial: Teacher education for enduring impact

Editorial: Teacher education for enduring impact

Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

La formation d’enseignants en art dramatique : dynamique entre la théorie et la pratique

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