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A Meadian analysis of pre-service and beginning teacher practice

conference contribution
posted on 2009-01-01, 00:00 authored by Jeanne Allen, M Sinclair
This paper uses Mead’s theory of emergence to examine the theory-practice gap in pre-service teacher education. The paper argues that the theory-practice gap in pre-service teacher education under present institutional arrangements is axiomatic in the process of emergence from pre-service to graduate teachers. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education programme. An interpretation of the data using Mead’s theory of emergence demonstrates that role taking and self-regulated behaviour inhibit the trainee teacher from exercising the power of agency to implement theory learned at university into practice in the classroom. Thus, Mead’s theory of emergence explains the obduracy of the gap between theory and practice in teacher education.

History

Event

Asia Pacific Sociological Association. Conference (9th : 2009 : Bali, Indonesia)

Pagination

1 - 1

Publisher

Asia Pacific Sociological Association

Location

Bali, Indonesia

Place of publication

[Bali, Indonesia]

Start date

2009-06-13

End date

2009-06-15

Language

eng

Publication classification

E2.1 Full written paper - non-refereed / Abstract reviewed

Title of proceedings

APSA 2009 : Improving the quality of social life in the Asia Pacific : a challenge for sociology : Proceedings of the Asia Pacific Sociological Association 2009 conference

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