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How front-end loading contributes to creating and sustaining the theory-practice gap in higher education programs

Citation

Allen, JM, How front-end loading contributes to creating and sustaining the theory-practice gap in higher education programs, Asia Pacific Education Review, 12, (2) pp. 289-299. ISSN 1598-1037 (2010) [Refereed Article]


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The final publication is available at http://www.springerlink.com

Official URL: http://www.springerlink.com

DOI: doi:10.1007/s12564-010-9141-x

Abstract

In this paper, I show 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, I argue that trainee teachers encounter different and oft-times conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely, the on-campus pre-service program and the in-school experience. 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. My conclusions are two-fold. First, I argue 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. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy of the gap between theory and practice in front-end programs.

Item Details

Item Type:Refereed Article
Keywords:Bachelor of Learning Management - Front-end loading program - Mead - Pre-service teacher education - Theory of emergence - Theory-practice
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Allen, JM (Dr Jeanne Allen)
ID Code:68065
Year Published:2010
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2011-03-09
Last Modified:2017-07-25
Downloads:1 View Download Statistics

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