Exploring the Theory-Practice Gap in Initial Teacher Education: Moving beyond Questions of Relevance to Issues of Power and Authority

Autor/inn/en	McGarr, Oliver; O'Grady, Emmanuel; Guilfoyle, Liam
Titel	Exploring the Theory-Practice Gap in Initial Teacher Education: Moving beyond Questions of Relevance to Issues of Power and Authority
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGarr, Oliver) ORCID (O'Grady, Emmanuel) ORCID (Guilfoyle, Liam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1256040
Schlagwörter	Theory Practice Relationship; Preservice Teacher Education; Preservice Teachers; Student Teachers; Student Teacher Attitudes; Educational Attitudes; Grounded Theory; Adoption (Ideas); Teacher Student Relationship; Power Structure; Semi Structured Interviews; Discourse Analysis; Foreign Countries; Positive Attitudes; Negative Attitudes; Attitude Change; Classification; Models; Ireland + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ideas; Ideenfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Ausland; Negative Fixierung; Attitudinal change; Einstellungsänderung; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Irland
Abstract	The "theory-practice divide" in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator's authority to determine what is relevant educational theory. This research aimed to explore student teachers' views of "educational theory" and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the "theory-practice" gap. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01