The well-known theory-practice problem in teacher education is further exacerbated by a purely empirically based educational science. Therefore, an understanding of pedagogical action as practical knowledge is proposed here, which understands teaching as a form of art. However, this is not based on the problematic modern concept of art, but on the…

In self-study, researchers explicitly identify how their practices add to the body of knowledge in teacher education (Vanassche & Kelchtemans, 2015). This self-study aims to document and analyze some of my learning as an early career teacher educator in Ontario, Canada. Being cognizant of the well-researched theory-to-practice gap in teacher…

Understanding how student teacher professional agency (STPA) develops during teacher education is crucial for educators and curriculum developers interested in strengthening it. To explore this process comprehensively, environmental factors (i.e., curriculum coherence between theory and practice and the learning environment) and individual factors…

Background: Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. "Moving Forward with Social Justice Education in Physical Education Teacher Education". "Physical Education and Sport Pedagogy" 23 (5): 461-468] and school…

This study explores how working with problem-based cases as a mediating tool may support student teachers in bridging the gap between theory and practice, while also fostering their research literacy. The intervention was carried out over two years in a compulsory 15 ECTS pedagogy course within a Norwegian integrated master's program in teacher…

This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author…

Despite decades of research in classroom management, issues contributing to novice teachers feeling unprepared to manage classrooms have not been fully explored. Teachers reported uncertainty with classroom management practices and requested clear expectations and additional support in classroom management (Cooper et al. 2018; Mireles-Rios,…

This study examines teachers' material development literacy, focusing on their perceptions and levels of knowledge. Using a survey model, data were collected from 123 teachers from different disciplines and educational levels. Two data collection tools were employed to assess perceptions and theoretical knowledge, respectively (the Scale of…

Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory-practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This article tries to evince some connectors between…

Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of…

My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as 'context sensitivity" and "reflective competence" oscillate around the nature of…

In today's context of schooling, most teaching is aimed at output, coverage, and high scores which is in direct contrast to what pre-service teachers are taught to cherish -- differentiation, academic choice, and student autonomy. However, there is an approach that shows promise in counteracting the tendency to over stress scores and undermine a…

There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers,…

Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of…

To delineate a clear process for learning to teach and set a standard for effective teaching, detecting the link between teacher educators' views and their practices on facilitating learning to teach becomes imperative. This study examined this link by employing a qual[right arrow]quan (exploratory sequential) mixed-methods design. By the…