Developing Communities of Praxis: Bridging the Theory Practice Divide in Teacher Education

Autor/inn/en	Anderson, Michael James; Freebody, Kelly J.
Titel	Developing Communities of Praxis: Bridging the Theory Practice Divide in Teacher Education
Quelle	In: McGill Journal of Education, 47 (2012) 3, S.359-377 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Teacher Effectiveness; Teaching Methods; Preservice Teacher Education; Curriculum Development; Foreign Countries; Beginning Teachers; Communities of Practice; Praxis; Theory Practice Relationship; Program Descriptions; Program Development; Program Evaluation; Program Implementation; Educational Philosophy; Instructional Development; Change Strategies; Educational Change; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Junior teacher; Junglehrer; Community; Theorie-Praxis-Beziehung; Programmplanung; Programme evaluation; Programmevaluation; Bildungsphilosophie; Erziehungsphilosophie; Teaching improvement; Unterrichtsentwicklung; Lösungsstrategie; Bildungsreform; Australien
Abstract	Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of "alternative approaches" to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The "community of praxis" approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators. (Contains 1 table and 2 notes.) (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10