Exploring the Case Method for Linking Theory and Practice in Teacher Education

2021 ◽  
Vol 39 (3) ◽  
pp. 243-267
Author(s):  
Sang-wan Park
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Case Method ◽  
Linking Theory And Practice

scholarly journals Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective

2016 ◽  
Vol 10 (2) ◽  
pp. 26-52 ◽  
Author(s):  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Developmental Stages ◽  
International Perspective ◽  
Shared Vision ◽  
Theory And Practice ◽  
Good Teaching ◽  
Advanced Degrees ◽  
The Us ◽  
Linking Theory And Practice

Over hele verden har politiske diskusjoner om lærerutdanning og dens rolle for lærerkvalitet en tendens til å fokusere på debatter om lærerutdanningens karakter og behovet for avanserte sertifiseringsordninger for lærere. Vi argumenterer i denne artikkelen for at feltet har behov for et utvalg indikatorer—en rekke sterke, forskningsbaserte indikatorer som kan brukes både på store offentlige universiteter, samt små regionale høyskoler. Disse indikatorene må være relevante for lærersertifisering på tvers av alders- og utviklingsstadier. I denne artikkelen knytter vi oss til en pågående samtale om måter å koble teori og praksis i lærerutdanningen, og andre forskeres arbeid med å identifisere slike kvalitetsindikatorer for lærerutdanning, ved å analysere lærerutdanningsprogram i Finland, Norge, Chile, Cuba og USA. Vi foreslår at lærerutdanning blir designet rundt en klar og felles visjon om god undervisning; den er koherent ved at den kobler teori og praksis og gir muligheter til å lære som er på linje med programmets visjon for god undervisning; og den gir muligheter til å praktisere undervisning. Det er økende enighet i forskningslitteraturen om disse tegnene på kvalitet, og våre analyser viser at det også er et gryende empirisk grunnlag som gir støtte til verdien av dem.Nøkkelord: lærerutdanning, kvalitetsindikatorer, komparativ forskningAbstractAround the world, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for teachers to possess advanced degrees or certification. The field is in need of an array of indicators, we argue in this article—a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional colleges. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this article, we report on a growing conversation about ways of linking theory and practice in teacher education, and efforts on the part of researchers to identify key features of powerful teacher education, analyzing teacher education programs in Finland, Norway, Chile, Cuba and the US. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature, there is also an emerging empirical base that provides support for the value of them, as suggested from these analyses.Keywords: teacher education, teacher preparation, quality indicators, comparative research

Filling in the gaps: Linking theory and practice through telecollaboration in teacher education

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 4-29 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Teacher Development ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Integrated Approach ◽  
Theory And Practice ◽  
Mediated Communication ◽  
Linking Theory And Practice

AbstractThis article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, student-teachers in two groups in Spain and the US were required to work together online to give peer feedback and evaluation of several activities, including teaching sequences. They also co-created podcasts, along with accompanying educational activities. Some of the tools used were Moodle, Skype, emails, wikis, Second Life and podcasting. The article analyzes and discusses multimodal data collected during the collaboration. Results indicate that the online collaboration enhanced teacher development through opportunities unavailable in more traditional teacher education classrooms and enabled student-teachers to better make connections between theory and practice.

scholarly journals Praxisteori i kölvattnet av breddad rekrytering – scaffoldingmodell som stöd för att förstå sambandet mellan teoretiska perspektiv och praktisk verksamhet

2018 ◽  
Vol 12 (1) ◽  
pp. 6
Author(s):  
Margaretha Häggström ◽  
Anna Udén
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Professional Training ◽  
Practice Theory ◽  
Theory And Practice ◽  
Widening Participation ◽  
Practical Training ◽  
Theoretical Perspectives ◽  
Starting Point ◽  
Linking Theory And Practice

Som en följd av breddad rekrytering till högre utbildning har antalet studenter i Sverige fördubblats under de senaste tjugo åren. Studenterna utgör i flera avseenden en mer heterogen grupp än tidigare. Det ställer nya krav på våra utbildningar och på oss som undervisar. I denna artikel presenteras en modell för hur teoretiska perspektiv från högskoleförlagd lärarutbildning kan förstås och länkas samman med det praktiska arbetet i skolverksamhet. Modellen diskuteras med utgångspunkt i scaffolding theory. I texten framhålls inkludering och hur vi praktiskt kan arbeta för att inkludera alla studenter. Utgångspunkten är de svårigheter att länka samman teori och praktik många lärarstudenter ger uttryck för, och hur vi kan stödja studenter i sin lärprocess. Modellens potential som medierande verktyg diskuteras. När studenter aktivt använder modellen får de möjlighet att kritisera modellen som sådan men också de teorier och undervisningsmetoder de möter i den högskoleförlagda såväl som verksamhetsförlagda utbildningen. Därigenom kan studenter få en djupare förståelse för undervisningens komplexitet, vilket kan bidra till studentens utveckling av en egen professionell praxisteori baserad på vetenskaplig grund och beprövad erfarenhet.Nyckelord: breddad rekrytering, scaffolding, inkludering, praxisteori, undervis¬ningsmetoderPractice theory in the wake of widening participation:Using a scaffolding model as a support for understanding the link between theoretical perspectives and practical activities in teacher educationAbstractAs a result of widening participation in higher education, the number of students has doubled over the last twenty years in Sweden. Students are in many respects a more diverse group than in the past. Hence, new demands are being put on courses and lecturers. This article presents a model of how theoretical perspectives learnt from teacher education can be understood and be linked with practical training in schools. The model is discussed on the basis of scaffolding theory. This text stresses the importance of inclusion in education and how we can work on a practical level to include all students. The starting point is the difficulties many students express regarding linking theory and practice, and how we can support students’ learning processes. Finally, we discuss the model’s potential as a mediating tool for students and as a planning tool for teacher trainers. The area of application for this model is professional training courses in general, and teacher education in particular. When students actively use the model, they are given the opportunity to question and critically examine the model as such but also the theories and methods they encounter during their training. Thus, a deeper understanding of the complexity of teaching and learning may occur. This in turn may help students to develop a practice theory based both on research and on proven experience.Keywords: widening participation, scaffolding, inclusion, practice theory, teaching methods

Health Promotion in Action: Linking Theory and Practice

2001 ◽  
Author(s):  
Marcia Hills ◽  
David Butler-Jones ◽  
Jose Roberto Ferreira ◽  
Paulo Buss ◽  
Helena Monteiro
Keyword(s):  
Health Promotion ◽  
Theory And Practice ◽  
Linking Theory And Practice

scholarly journals Assessing Urbanization Dynamics in Turkey’s Marmara Region Using CORINE Data between 2006 and 2018

2021 ◽  
Vol 13 (4) ◽  
pp. 664
Author(s):  
Özlem Altınkaya Genel ◽  
ChengHe Guan
Keyword(s):  
Land Cover ◽  
Land Use Planning ◽  
Complex Structure ◽  
Spatial Dynamics ◽  
Growth Dynamics ◽  
Theory And Practice ◽  
Marmara Region ◽  
Local Case ◽  
Sustainable Regional Development ◽  
Linking Theory And Practice

This study investigated the urban growth dynamics of urban regions. The study area was the Marmara Region, one of the most densely populated and ecologically diverse areas in Turkey. Using CORINE land cover data for 2006, 2012, and 2018, the study utilized multiple correspondence analyses and cluster analyses, to analyze land cover changes. The resulting maps, visualized in GIS, revealed the rapid urban transformation of the regional structure, formerly comprised of four distinct areas, into a more complex structure, in which densification and sprawl occur simultaneously. Our findings demonstrated a dissonance between the spatial dynamics of the Marmara Region during the study period, and the capacity and scope of the simultaneously initiated regional policies and mega-projects. This uncoordinated approach has endangered the region’s sustainable development. The paper, therefore, discusses the importance of land use planning and transboundary collaboration for sustainable regional development. Beyond the local case, the results contribute to critical theories in regional planning by linking theory and practice.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

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