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Using Meads theory of emergence as a framework for sociological inquiry into pre-service teacher education


Allen, JM and Sinclair, MR and Smith, RA, Using Meads theory of emergence as a framework for sociological inquiry into pre-service teacher education, Sociological Research Online, 14, (5) pp. 1-10. ISSN 1360-7804 (2009) [Refereed Article]

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Copyright 2009 Sociological Research Online,

DOI: doi:10.5153/sro.1948


In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two 'fields of interaction' (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. 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 program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

Item Details

Item Type:Refereed Article
Keywords:Mead, Theory of Emergence, Field of Interaction, Role Taking, Self Regulated Behaviour, Rationality, Theory-Practice Gap, Pre-Service Teacher Education, Beginning Teacher Practice
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Allen, JM (Dr Jeanne Allen)
ID Code:65739
Year Published:2009
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2010-12-01
Last Modified:2011-08-19
Downloads:1 View Download Statistics

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