Integrating theory and practice in the pre-service teacher education practicum
Integrating theory and practice in the pre-service teacher education practicum
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DOI：
10.1080/13540602.2013.848568
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发表时间：
2014-03-04
影响因子：
2.7
通讯作者：
Wright, Suzie Elizabeth
中科院分区：
文献类型：
--
作者：
Allen, Jeanne Maree;Wright, Suzie Elizabeth
本研究旨在探讨实习期间实习教师对专业发展的看法。框架内的象征性互动的角度来看，研究在何种程度上，以及如何有效地，一组学生教师能够整合理论和实践在为期三周的实习，在他们的学位的第一年。这一混合方法研究的背景是在澳大利亚城市大学教育学院的教学硕士，研究生一级的入门课程。虽然有一个强大的文学领域周围的实习在职前教师教育，有一个有限的关注学生教师自己如何看待他们的发展在这一学习期间。此外，尽管教师教育的理论和实践之间的“差距”的广泛和长期的承认，还有更多的了解如何以及实习，使这两个方面的教师准备的整合。在提出三个主要的研究结果，本文在一定程度上解决了文献中的这些缺点。首先，这项研究的参与者在很大程度上重视他们的计划的理论和实践部分，这与学生教师优先实践理论的普遍倾向形成鲜明对比。第二，理论与实践相结合的机会多种多样，许多与会者报告了利益攸关方的作用和责任明显不明确所造成的不利影响。第三，绝大多数与会者支持将大学课程评估与实习联系起来，作为弥合大学与学校之间以及理论与实践之间差距的一种手段。
This article reports on a study into student teachers' perceptions about their professional development during practicum. Framed within a symbolic interactionist perspective, the study examined to what extent, and how effectively, one group of student teachers was able to integrate theory and practice during a three-week practicum in the first year of their degree. The context for this mixed methods study was a Master of Teaching, graduate-level entry programme in the Faculty of Education at an urban Australian university. Although there is a strong field of literature around the practicum in pre-service teacher education, there has been a limited focus on how student teachers themselves perceive their development during this learning period. Further, despite widespread and longstanding acknowledgement of the 'gap' between theory and practice in teacher education, there is still more to learn about how well the practicum enables an integration of these two dimensions of teacher preparation. In presenting three major findings of the study, this paper goes some way in addressing these shortcomings in the literature. First, participants in this study largely valued both the theoretical and practical components of their programme, which stands in contrast to the commonly identified tendency of the student teacher to privilege practice over theory. Second, opportunities to integrate theory and practice were varied, with many participants reporting the detrimental impact of an apparent lack of clarity around stakeholders' roles and responsibilities. Third, participants overwhelmingly supported the notion of linking university coursework assessment to the practicum as a means of bridging the gap between, on the one hand, the university and the school and, on the other hand, theory and practice.