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The limitations of front-end loading in undergraduate university programs

Allen, Jeanne M. and Sinclair, Mark R. 2011, The limitations of front-end loading in undergraduate university programs, Journal of the world universities forum, vol. 4, no. 2, pp. 9-24.

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Title The limitations of front-end loading in undergraduate university programs
Author(s) Allen, Jeanne M.
Sinclair, Mark R.
Journal name Journal of the world universities forum
Volume number 4
Issue number 2
Start page 9
End page 24
Total pages 16
Publisher Common Ground Publishing
Place of publication Champaign, Illinois
Publication date 2011
ISSN 1835-2030
Keyword(s) pre-service teacher education
front-end loading
higher education
Mead
theory of emergence
school placement
Summary This paper shows how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, we argue that the trainee teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two “fields of interaction” of the training program, namely, on-campus work and in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian teacher education program. We conclude that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Further, we propose that Mead’s theory of emergence proves effective in explaining a major limitation of front-end-loaded university programs.
Notes This paper was presented at the World Universities Forum (4th : 2011 : Hong Kong)
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Common Ground Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063221

Document type: Journal Article
Collection: School of Education
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Created: Tue, 13 May 2014, 09:13:26 EST by Jeanne Allen

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