Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education

Research output: Contribution to journalArticles

28 Citations (Scopus)

Abstract

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education. Copyright © 2012 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)781-790
JournalTeaching and Teacher Education
Volume28
Issue number6
DOIs
Publication statusPublished - Aug 2012

Citation

Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2012). Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher Education, 28(6), 781-790.

Keywords

  • Initial teacher education
  • Professional learning

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