Examining Theory-Practice Relationships in Initial Teacher Education: The Perspectives of Canadian Teacher Educators

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

Learning to teach is a complex enterprise, requiring teacher candidates to integrate and develop a variety of knowledge bases, skills, and dispositions. The complexity associated with learning to teach has been identified as one of the reasons for the existence of a theory-practice gap in teacher preparation. In this study, approaches and strategies being adopted by faculty in Canadian teacher education programs (courses and other program components) to support teacher candidates in connecting and integrating theory and experience are presented. As well, faculty perceptions of theory-practice relationships and how particular pedagogies facilitate the processes of connection and integration by teacher candidates are reported.

Authors

• Karen C. Goodnough, Memorial University

• Thomas Falkenberg, University of Manitoba

• Ronald Joseph MacDonald, University of Prince Edward Island