Linking Coursework and Field Experiences: Teacher Candidates' Experiences of an Integrated Semester

• In Event: 58.046 - Pedagogical and Organizational Practices for Preservice Teachers' Learning

Abstract

Against the backdrop of recent challenges to the role universities and colleges play in teacher preparation, the purpose of this paper is to investigate our teacher candidates’ experiences of integrating theory-and-practice within a realistic approach involving an integrated semester. Drawing on data from teacher candidates, we identify four effective pedagogies for linking theory and practice: Field studies where theory-practice links were modeled by faculty members and then experienced with pupils, on-campus courses that incorporated realistic discussions, cohort placements that facilitated a community of practice, and requirements through assignments that helped them reflect on their learning. The findings of our research provide insight into how college and university teacher preparation programs can support robust theory and practice links for teacher candidates.

Authors

• Gladys Sterenberg, Mount Royal University

• Kevin O'Connor, Mount Royal University

• David Dillon, McGill University