Pedagogical Choices to Integrate Theory and Practice: Conceptualisation and Insights for Literacy Teacher Education

Autor/in	Barends, Zelda
Titel	Pedagogical Choices to Integrate Theory and Practice: Conceptualisation and Insights for Literacy Teacher Education
Quelle	In: Reading & Writing: Journal of the Literacy Association of South Africa, 13 (2022) 1, Artikel 333 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barends, Zelda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Literacy Education; Teacher Education Programs; Theory Practice Relationship; Teaching Methods; Decision Making; Service Learning; Situated Learning; Barriers; Reflection; Instructional Design; Learning Experience; Preservice Teachers; Active Learning; Team Teaching; Mentors; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Service-Learning; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernerfahrung; Aktives Lernen; Teamteaching; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated approach to literacy teacher education. Method: This conceptual article is structured to reflect how common pedagogical choices such as service learning, situated learning, reflection, and student support were used to design and enable integrated student learning experiences within teacher preparation programmes. Results: By exploring the educational value of these pedagogical choices that informed the integrated approach, I developed an integration framework to inform the pedagogy of literacy education. Conclusion and contribution: The integration framework reflecting the catalytic pedagogical choices could guide teacher educators regarding the approaches to address the persistent conundrum in overcoming the theory and practice divide in teacher preparation programmes. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01