Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace
Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace
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DOI：
10.1016/j.tate.2008.11.011
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发表时间：
2009-07-01
影响因子：
3.9
通讯作者：
Allen, Jeanne M.
中科院分区：
文献类型：
--
作者：
Allen, Jeanne M.
本文是关于初任教师将大学所学理论转化为工作实践的经验。本研究是在职前教师教育计划的背景下，明确和故意寻求弥合教师教育的理论与实践的差距。本文认为，尽管长期以来认识到理论与实践的差距作为一个中心问题所面临的新教师，教师教育工作者试图解决这个问题仍然受挫。该论点利用访谈和焦点小组收集的数据，通过研究的第一年研究生教师的澳大利亚职前教师教育计划。本文从符号互动论的理论视角出发，探讨了研究生将理论转化为实践的经验所具有的意义。数据表明，未来的教师在职前培训的价值，他们在校园里学习的理论和实践，他们在学校观察。然而，一旦他们成为实践者，他们就给予后者特权。一进入工作场所，毕业生就把好的实践与老教师联系起来，他们试图模仿老教师的实践和资源。(C)2008爱思唯尔有限公司保留所有权利。
This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate. (C) 2008 Elsevier Ltd. All rights reserved.