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Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme
journal contribution
posted on 2023-05-17, 23:48 authored by Clayton, K, Heidi Smith, Dyment, JEUnderstanding 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.
History
Publication title
Asia-Pacific Journal of Teacher EducationVolume
42Pagination
167-185ISSN
1359-866XDepartment/School
Faculty of EducationPublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2014 Australian Teacher Education AssociationRepository Status
- Restricted