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Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

Allen, Jeanne M. 2009, Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace, Teaching and teacher education, vol. 25, no. 5, pp. 647-654, doi: 10.1016/j.tate.2008.11.011.

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Title Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace
Author(s) Allen, Jeanne M.
Journal name Teaching and teacher education
Volume number 25
Issue number 5
Start page 647
End page 654
Total pages 8
Publisher Pergamon
Place of publication Oxford, England
Publication date 2009
ISSN 0742-051X
1879-2480
Keyword(s) pre-service teacher education
theory-practice
symbolic interactionism
teacher pedagogy
Summary This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate.
Language eng
DOI 10.1016/j.tate.2008.11.011
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063274

Document type: Journal Article
Collection: School of Education
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Created: Thu, 15 May 2014, 08:09:25 EST by Jeanne Allen

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