Released on 1989Categories Education

The Teacher

The Teacher

Author: Allen T. Pearson

Publisher: New York : Routledge

ISBN: UOM:39015015449153

Category: Education

Page: 192

View: 458

This book examines the relations of theory and practice in teacher education and attempts to provide a philosophically plausible and fruitful way to understand the claim that teacher education should relate theory to practice.
Released on 2019-08-21Categories Education

Theory to Practice in Teacher Education

Theory to Practice in Teacher Education

Author: Christine Grima-Farrell

Publisher: Springer Nature

ISBN: 9789813299108

Category: Education

Page: 125

View: 861

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations. It also provides accounts that support teacher educators involved in both school and university based teacher education. The book offers insights into the translation of theory to practice from the long history of teacher education, the benefit of diverse approaches in terms of the effectiveness of initial teacher education, and the impact of professional standards.
Released on 2007-01-01Categories Education

Bridging Theory and Practice in Teacher Education

Bridging Theory and Practice in Teacher Education

Author:

Publisher: BRILL

ISBN: 9789087900991

Category: Education

Page: 156

View: 927

This book addresses both the concerns of teacher candidates and their misconceptions about the relation of theory and practice in education. The contributors to this volume share the belief that theories provide teachers with a frame of reference and a language with which to name and critically analyze many of the problems they face daily.
Released on 2017-03-30Categories Education

Reflective Theory and Practice in Teacher Education

Reflective Theory and Practice in Teacher Education

Author: Robyn Brandenburg

Publisher: Springer

ISBN: 9789811034312

Category: Education

Page: 284

View: 379

This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
Released on 2019-09-02Categories Education

Theory to Practice in Teacher Education

Theory to Practice in Teacher Education

Author: Christine Grima-Farrell

Publisher: Springer

ISBN: 9813299096

Category: Education

Page: 125

View: 355

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations. It also provides accounts that support teacher educators involved in both school and university based teacher education. The book offers insights into the translation of theory to practice from the long history of teacher education, the benefit of diverse approaches in terms of the effectiveness of initial teacher education, and the impact of professional standards.
Released on 2018-12-17Categories Education

International Research, Policy and Practice in Teacher Education

International Research, Policy and Practice in Teacher Education

Author: Jean Murray

Publisher: Springer

ISBN: 9783030016128

Category: Education

Page: 216

View: 302

This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers. The volume also contributes to the international development of higher quality and research-led teacher education provision by providing clear evidence of policy impact. It draws on original research studies, conducted across eight countries in North America, Europe and Australia to analyse the impact of teacher education policy initiatives on ‘insiders’ in the fields, including education students, teacher educators and mentors in schools. In achieving this, the various chapters in the book analyse the commonalities and differentiations in the many policy reforms in teacher education currently being implemented by national governments. The book reveals some of the hidden consequences of these recent ‘reform’ efforts. It is also of use for leaders and policy makers in teacher education, providing them with insider perspectives from both theory and practice and making it possible for them to develop research-informed decisions that take into account the voices of insiders. Few texts have considered international policy trends alongside the impact they have had on significant stakeholder groups ‘inside’ teacher education. In redressing this omission, the book contributes to a better understanding of and improved practice of work in teacher education, both pre- and in-service.
Released on 1994Categories Education

Action and Reflection in Teacher Education

Action and Reflection in Teacher Education

Author: Gareth Harvard

Publisher: Greenwood Publishing Group

ISBN: 9781567500585

Category: Education

Page: 274

View: 544

Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school on the job and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.
Released on 1982Categories Teachers

Research on Teaching and the Theory and Practice in Teacher Training

Research on Teaching and the Theory and Practice in Teacher Training

Author: Erkki Komulainen

Publisher:

ISBN: STANFORD:36105032755378

Category: Teachers

Page: 174

View: 649

Eight papers presented at an international symposium on teacher education research are featured in this document. Excerpts from the opening speech by Erkki A. Niskanen, Dean of the Faculty of Education at the University of Helsinki, outline research projects being carried out by teacher educators at the university. A paper by Yrjo Engestrom, Pentti Hakkarainen, and Simo Seppo (Finland) deals with "The Relevance of Materialist Didactic Theory in the Analysis and Development of Instructional Practice." A bibliography of over 100 references, and sample ancient history instructional materials are appended. In "Research on Teaching Activity in Hungary" and "The Methods of Teacher Training in Hungary," Ivan Falus discusses beginning teacher research and the integration of new Western teacher training techniques in Hungary. Two papers, written in German, are: (1) "The Relationship between Theoretical and Practical Training in Teacher Education: Status Discussion," by Albrecht Herrmann (East Germany), cites the importance of learning and knowledge to the preparation of teachers and suggests a model day for teacher education students; and (2) "The Training of Degreed Natural Science Teachers for the Polytechnic "Oberschule" of the German Democratic Republic at Universities and High Schools with an Example of Chemistry Teacher Preparation," by Hans Keune, describes the 10-year program in East Germany to train chemistry teachers. Elements of a successful model for student teaching are outlined in "The Background for Describing the Model," by Hans Jorgen Kristensen (Denmark). Arye Perlberg and Ehud Bar-On (Israel) present "An Evaluation of the Relative Effectiveness of Different Training Systems in Teacher Training," an investigation of microteaching techniques. (FG)
Released on 1992-09-09Categories Education

Teacher Personal Theorizing

Teacher Personal Theorizing

Author: E. Wayne Ross

Publisher: SUNY Press

ISBN: 0791411265

Category: Education

Page: 344

View: 633

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
Released on 2001Categories Education

Linking Practice and Theory

Linking Practice and Theory

Author: Fred A. J. Korthagen

Publisher: Lawrence Erlbaum Assoc Incorporated

ISBN: 080583981X

Category: Education

Page: 312

View: 499

Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen's concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education: * serves as a guidebook for teacher educators, with many practical ideas and guidelines; * prepares the reader for a fundamental shift in thinking about teacher education; and * uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.
Released on 2021-04-15Categories Education

Teaching as a Clinical Practice Profession

Teaching as a Clinical Practice Profession

Author: Patrick M. Jenlink

Publisher: Rowman & Littlefield

ISBN: 9781475857719

Category: Education

Page: 227

View: 519

Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success.