The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation.
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Temel Bulgular & Veri:Findings demonstrated that pre-service teachers emphasize expansion of pedagogical repertoires rather than potential relationships or connections between what they learn at the university and practices in K-12 educational spaces.
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Sonuç & Katkı:The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge.
This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers’ learning, I analyzed pre-service teachers’ conceptualizations of their learning about teaching and learning. Findings demonstrated that pre-service teachers emphasize expansion of pedagogical repertoires rather than potential relationships or connections between what they learn at the university and practices in K-12 educational spaces. The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge.
KAYA, J. (2023). Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective. Journal of Teacher Education and Educators, Cilt: 12 Sayı: 2, 215–236. https://ajindex.com/articles/961393
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