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Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme


Clayton, K and Smith, H and Dyment, JE, Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme, Asia-Pacific Journal of Teacher Education, 42, (2) pp. 167-185. ISSN 1359-866X (2014) [Refereed Article]

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Copyright 2014 Australian Teacher Education Association

DOI: doi:10.1080/1359866X.2014.894494


Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models. The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a "community of learners." While the approaches represent a departure from "theory application" and "theory–practice integration" approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered.

Item Details

Item Type:Refereed Article
Keywords:experience-based learning, outdoor education, praxis, pre-service teacher education, reflexivity, theory-practice relationships
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Smith, H (Dr Heidi Smith)
UTAS Author:Dyment, JE (Associate Professor Janet Dyment)
ID Code:90628
Year Published:2014
Web of Science® Times Cited:4
Deposited By:Education
Deposited On:2014-04-15
Last Modified:2018-03-18

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