The Paradox of the Preparation-Practice Divide: The (Ir) Relevance of Teacher Education

• In Event: This is How We Do It: Educating Resilient Teacher Educators for Real World Teachers

Abstract

There has always been some divide between the nature, content, and aims of preparation coursework, and what teacher education candidates experience in field placements. In this session three teacher educators come together to consider how current practices and purposes of teacher preparation are at odds with what preservice teachers see and do not see as they complete their apprenticeships in public schools. We contend the current divide represents the greatest delta of our careers and a compelling paradox. It paradoxically may signify the inconsequence of our courses with respect to modal classrooms/schools even as it underscores powerfully the relevance of our courses for today’s students, teachers, and communities. This session explores this duality and its implications for teacher educators.

Authors

• Brian R. Sevier, California State University - Channel Islands

• Toni M. Williams, University of South Carolina

• Christina M. Tschida, Appalachian State University