Peer reviewed
Download full textERIC Number: EJ854918
Record Type: Journal
Publication Date: 2006-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1527-9316
EISSN: N/A
Available Date: N/A
Bridging the Theory-Practice Divide: A Creative Approach to Effective Teacher Preparation
Hughes, Jacqueline A.
Journal of Scholarship of Teaching and Learning, v6 n1 p110-117 Aug 2006
Teacher educators need to remain current regarding the challenges that prospective teachers are going to face in their classrooms. One way to maintain this currency is for teacher educators periodically to spend some time in the K-12 classroom testing the theories they teach. This paper will discuss the benefits both teacher educators and prospective teachers will derive from engaging in such an activity. (Contains 1 footnote.)
Descriptors: Preservice Teacher Education, Teacher Educators, Relevance (Education), Reflective Teaching, Field Experience Programs, Mathematics Instruction, High Schools, College Instruction, College Faculty, Instructional Effectiveness, Educational Theories, Theory Practice Relationship, Faculty Development, Teacher Improvement, Teacher Effectiveness, Teacher Educator Education
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 9; High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A
