ERIC Number: EJ1428399
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Available Date: N/A
Overcoming the Theory-Practice Divide in Teacher Education with the 'Partner School Programme'. A Conceptual Mapping
European Journal of Teacher Education, v47 n3 p564-580 2024
Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two 'practice worlds' - university teacher education and school practice - based on the example of the Austrian 'Partner School Programme' in order to overcome the theory-practice divide. In this conceptual paper, we explore how the 'Partner School Programme' has aimed at bridging the two 'practice worlds' by enhancing collaboration between universities and schools in different ways: pre-service teachers can take part in fieldwork in schools within the framework of a project ("project-based learning"), a research activity ("community-based research") or an organised service ("service-learning"). The paper shows the relevance of developing integrated approaches for encouraging pre-service teachers' reflective practice as thorough preparation for their subsequent careers and provides teacher educators with new ideas for practical fieldwork.
Descriptors: Theory Practice Relationship, Preservice Teachers, Partnerships in Education, Field Experience Programs, Active Learning, Student Projects, Student Research, Service Learning, Foreign Countries, College School Cooperation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A
Author Affiliations: N/A