Research Article
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Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective

Year 2023, Volume: 12 Issue: 2, 215 - 236, 31.08.2023

Abstract

This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers’ learning, I analyzed pre-service teachers’ conceptualizations of their learning about teaching and learning. Findings demonstrated that pre-service teachers emphasize expansion of pedagogical repertoires rather than potential relationships or connections between what they learn at the university and practices in K-12 educational spaces. The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge.

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References

  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Suny Press.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
  • Bruner, J. S. (1966). Toward a theory of instruction. The Belknap Press.
  • Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118-127. https://doi.org/10.1016/j.tate.2008.07.009
  • Canrinus, E. T., Klette, K., & Hammerness, K. (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education, 70(3), 192-205. https://doi.org/10.1177/0022487117737305
  • Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 57-75. http://dx.doi.org/10.14221/ajte.2012v37n12.4
  • Clandinin, J. (2000). Learning to teach: A question of knowledge. Education Canada, 40(1), 28-30.
  • Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: Developing self-directed leaders and learners. Rowman & Littlefield.
  • Craig, C. J. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. C. Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education (pp. 19-42). Emerald.
  • Craig, C. J., & Orland-Barak, L. (2015). International teacher education: Promising pedagogies introduction. In L. Orland-Barak, & C. J. Craig (Eds.), International teacher education: Promising pedagogies (pp. 1-5). Emerald Publishing.
  • Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Corwin.
  • Darling-Hammond, L. (2006a). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
  • Darling-Hammond, L. (2006b). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
  • Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111-132. https://www.jstor.org/stable/42926597
  • Darling-Hammond, L., & Hammerness, K. (2005). The design of teacher education programs. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). Jossey-Bass.
  • Dewey, J. (1938). Experience and education. Touchstone.
  • Feldman, P., & Kent, A. M. (2006). A collaborative effort: Bridging theory and practice in pre-service preparation. The New Educator, 2(4), 277-288.
  • García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners. Teachers College Press.
  • Garner, P. W., & McCarron, G. P. (2020). Developing leadership in early childhood education and care through the integration of theory, policy engagement, and advocacy. Journal of Early Childhood Teacher Education, 1-18. https://doi.org/10.1080/10901027.2020.1799117
  • Gee, J. P. (2015). Discourse, small d, big D. The International Encyclopedia of Language and Social Interaction, 1-5.
  • Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25. https://doi.org/10.3102/0013189X032005019
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Open University Press.
  • Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235-246). Falmer Press.
  • Hammerness, K., & Kennedy, B. (2019). Teaching practices grounded in foundational knowledge, visions, and contexts. The New Educator, 15(1), 66-83.
  • Hanell, L., & Salö, L. (2017). Nine months of entextualizations: Discourse and knowledge in an online discussion forum thread for expectant parents. In C. Kerfoot, & K. Hyltenstam (Eds.), Entangled discourses (pp. 154-170). Routledge.
  • Hayes, D. (2016). Teachers’ work in high-poverty contexts: Curating repertoires of pedagogical practice. In J. Lampert, & B. Burnett (Eds.), Teacher education for high poverty schools (pp. 211-222). Springer.
  • Hillier, J. M. (2013). How does that work? Developing pedagogical content knowledge from subject knowledge. Teacher Education and Practice, 26(2), 321-338.
  • Hopkins, S. L., Round, P. N., & Barley, K. D. (2018). Preparing beginning teachers for inclusion: Designing and assessing supplementary fieldwork experiences. Teachers and Teaching, 24(8), 915-930.
  • Kaya, J. (2020). Inside the international student world: Challenges, opportunities, and imagined communities. Journal of International Students, 10(1), 124-144. https://doi.org/10.32674/jis.v10i1.1031
  • Kaya, J. (2021). Promoting linguistic repertoires in second language classrooms. Réflexions, 40(3), 35-37.
  • Kaya, J. (2023). The expectations-reality dissonance in student teaching: A discourse analysis of one pre-service teacher’s perspective. Educational Linguistics, 2(1), 29-50. https://doi.org/10.1515/eduling-2022-0020
  • Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854
  • Korthagen, F. A. J. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae, 5(2), 31-50.
  • Korthagen, F. A. J. (2017). A foundation for effective teacher education: Teacher education pedagogy based on situated learning. In D. J. Clandinin, & J. Husu (Eds.), The Sage handbook of research on teacher education (pp. 528-544). Sage.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • la Velle, L. (2019). The theory–practice nexus in teacher education: new evidence for effective approaches. Journal of Education for Teaching, 45(4), 369-372. https://doi.org/10.1080/02607476.2019.1639267
  • Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.
  • Lombardi, J. (2001). Supervision of student teachers: Emerging models and innovative approaches in the USA. Teacher Development, 5(3), 309-322.
  • Loughran, J., Berry, A., & Tudball, L. (2005). Learning about teaching. In C. Kosnik, C. Beck, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study (pp. 203-225). Springer.
  • Martin, A., & Russell, T. (2020). Advancing an epistemology of practice for research in self-study of teacher education practices. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1045-1073). Springer.
  • McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48-60.
  • Moll, L. C. (2014). L. S. Vygotsky and education. Routledge.
  • Norton, B., & Pavlenko, A. (2019). Imagined communities, identity, and English language learning in a multilingual world. In X. Gao (Ed.), Second handbook of English language teaching (pp. 703-718). Springer.
  • Ord, K., & Nuttall, J. (2016). Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education, 60, 355-362.
  • Patel, C. (2017). Jean Lave and Etienne Wenger’s situated learning: Legitimate peripheral participation. Macat International.
  • Rooks, D., & Winkler, C. (2012). Learning interdisciplinarity: Service learning and the promise of interdisciplinary teaching. Teaching Sociology, 40(1), 2-20. https://doi.org/10.1177/0092055X11418840
  • Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
  • Sánchez, J. G. (2021). Practicing with theory: Teacher education at high tech high/graduate school of education. The New Educator, 17(1), 76-95.
  • Schatzki, T. (2017). Practices and learning. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (pp. 23-43). Springer.
  • Scott, D. (2017). Education systems and learners: Knowledge and knowing. McMillan.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Stoerger, S. (2012). Breaking away: How virtual worlds impact pedagogical practices. In H. H. Yang, & S. C. Yuen (Eds.), Handbook of research on practices and outcomes in virtual worlds and environments (pp. 431-450). IGI Global.
  • Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Examining student teachers’ engagement with the theory-practice link in initial teacher education. Journal of Education for Teaching, 45(2), 123-139. https://doi.org/10.1080/02607476.2018.1548167
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Wenger, E. (2011). Communities of practice: A brief introduction. Scholars’ Bank, 1-7. http://hdl.handle.net/1794/11736
  • Winch, C. (2018). Applied theoretical knowledge and professional and vocational education: Informed know-how in a non-intellectualist framework. In S. Allais, & Y. Shalem (Eds.), Knowledge, curriculum, and preparation for work (pp. 51-67). Brill.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. https://doi.org/10.1177/0022487109347671
  • Zonne, E. (2013). Perceiving, interpreting and innovating the religious dimension in school cultures. In G. Skeie, J. Everington, I. t. Avest, & S. Miedema (Eds.), Exploring context in religious education research: Empirical, methodological and theoretical perspectives (pp. 87-114). Waxmann.
Year 2023, Volume: 12 Issue: 2, 215 - 236, 31.08.2023

Abstract

Project Number

N/A

References

  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Suny Press.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
  • Bruner, J. S. (1966). Toward a theory of instruction. The Belknap Press.
  • Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118-127. https://doi.org/10.1016/j.tate.2008.07.009
  • Canrinus, E. T., Klette, K., & Hammerness, K. (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education, 70(3), 192-205. https://doi.org/10.1177/0022487117737305
  • Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 57-75. http://dx.doi.org/10.14221/ajte.2012v37n12.4
  • Clandinin, J. (2000). Learning to teach: A question of knowledge. Education Canada, 40(1), 28-30.
  • Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: Developing self-directed leaders and learners. Rowman & Littlefield.
  • Craig, C. J. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. C. Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education (pp. 19-42). Emerald.
  • Craig, C. J., & Orland-Barak, L. (2015). International teacher education: Promising pedagogies introduction. In L. Orland-Barak, & C. J. Craig (Eds.), International teacher education: Promising pedagogies (pp. 1-5). Emerald Publishing.
  • Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Corwin.
  • Darling-Hammond, L. (2006a). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
  • Darling-Hammond, L. (2006b). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
  • Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111-132. https://www.jstor.org/stable/42926597
  • Darling-Hammond, L., & Hammerness, K. (2005). The design of teacher education programs. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). Jossey-Bass.
  • Dewey, J. (1938). Experience and education. Touchstone.
  • Feldman, P., & Kent, A. M. (2006). A collaborative effort: Bridging theory and practice in pre-service preparation. The New Educator, 2(4), 277-288.
  • García, O., & Kleifgen, J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English learners. Teachers College Press.
  • Garner, P. W., & McCarron, G. P. (2020). Developing leadership in early childhood education and care through the integration of theory, policy engagement, and advocacy. Journal of Early Childhood Teacher Education, 1-18. https://doi.org/10.1080/10901027.2020.1799117
  • Gee, J. P. (2015). Discourse, small d, big D. The International Encyclopedia of Language and Social Interaction, 1-5.
  • Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25. https://doi.org/10.3102/0013189X032005019
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Open University Press.
  • Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235-246). Falmer Press.
  • Hammerness, K., & Kennedy, B. (2019). Teaching practices grounded in foundational knowledge, visions, and contexts. The New Educator, 15(1), 66-83.
  • Hanell, L., & Salö, L. (2017). Nine months of entextualizations: Discourse and knowledge in an online discussion forum thread for expectant parents. In C. Kerfoot, & K. Hyltenstam (Eds.), Entangled discourses (pp. 154-170). Routledge.
  • Hayes, D. (2016). Teachers’ work in high-poverty contexts: Curating repertoires of pedagogical practice. In J. Lampert, & B. Burnett (Eds.), Teacher education for high poverty schools (pp. 211-222). Springer.
  • Hillier, J. M. (2013). How does that work? Developing pedagogical content knowledge from subject knowledge. Teacher Education and Practice, 26(2), 321-338.
  • Hopkins, S. L., Round, P. N., & Barley, K. D. (2018). Preparing beginning teachers for inclusion: Designing and assessing supplementary fieldwork experiences. Teachers and Teaching, 24(8), 915-930.
  • Kaya, J. (2020). Inside the international student world: Challenges, opportunities, and imagined communities. Journal of International Students, 10(1), 124-144. https://doi.org/10.32674/jis.v10i1.1031
  • Kaya, J. (2021). Promoting linguistic repertoires in second language classrooms. Réflexions, 40(3), 35-37.
  • Kaya, J. (2023). The expectations-reality dissonance in student teaching: A discourse analysis of one pre-service teacher’s perspective. Educational Linguistics, 2(1), 29-50. https://doi.org/10.1515/eduling-2022-0020
  • Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854
  • Korthagen, F. A. J. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae, 5(2), 31-50.
  • Korthagen, F. A. J. (2017). A foundation for effective teacher education: Teacher education pedagogy based on situated learning. In D. J. Clandinin, & J. Husu (Eds.), The Sage handbook of research on teacher education (pp. 528-544). Sage.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • la Velle, L. (2019). The theory–practice nexus in teacher education: new evidence for effective approaches. Journal of Education for Teaching, 45(4), 369-372. https://doi.org/10.1080/02607476.2019.1639267
  • Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.
  • Lombardi, J. (2001). Supervision of student teachers: Emerging models and innovative approaches in the USA. Teacher Development, 5(3), 309-322.
  • Loughran, J., Berry, A., & Tudball, L. (2005). Learning about teaching. In C. Kosnik, C. Beck, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study (pp. 203-225). Springer.
  • Martin, A., & Russell, T. (2020). Advancing an epistemology of practice for research in self-study of teacher education practices. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1045-1073). Springer.
  • McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48-60.
  • Moll, L. C. (2014). L. S. Vygotsky and education. Routledge.
  • Norton, B., & Pavlenko, A. (2019). Imagined communities, identity, and English language learning in a multilingual world. In X. Gao (Ed.), Second handbook of English language teaching (pp. 703-718). Springer.
  • Ord, K., & Nuttall, J. (2016). Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education, 60, 355-362.
  • Patel, C. (2017). Jean Lave and Etienne Wenger’s situated learning: Legitimate peripheral participation. Macat International.
  • Rooks, D., & Winkler, C. (2012). Learning interdisciplinarity: Service learning and the promise of interdisciplinary teaching. Teaching Sociology, 40(1), 2-20. https://doi.org/10.1177/0092055X11418840
  • Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
  • Sánchez, J. G. (2021). Practicing with theory: Teacher education at high tech high/graduate school of education. The New Educator, 17(1), 76-95.
  • Schatzki, T. (2017). Practices and learning. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (pp. 23-43). Springer.
  • Scott, D. (2017). Education systems and learners: Knowledge and knowing. McMillan.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Stoerger, S. (2012). Breaking away: How virtual worlds impact pedagogical practices. In H. H. Yang, & S. C. Yuen (Eds.), Handbook of research on practices and outcomes in virtual worlds and environments (pp. 431-450). IGI Global.
  • Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Examining student teachers’ engagement with the theory-practice link in initial teacher education. Journal of Education for Teaching, 45(2), 123-139. https://doi.org/10.1080/02607476.2018.1548167
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Wenger, E. (2011). Communities of practice: A brief introduction. Scholars’ Bank, 1-7. http://hdl.handle.net/1794/11736
  • Winch, C. (2018). Applied theoretical knowledge and professional and vocational education: Informed know-how in a non-intellectualist framework. In S. Allais, & Y. Shalem (Eds.), Knowledge, curriculum, and preparation for work (pp. 51-67). Brill.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. https://doi.org/10.1177/0022487109347671
  • Zonne, E. (2013). Perceiving, interpreting and innovating the religious dimension in school cultures. In G. Skeie, J. Everington, I. t. Avest, & S. Miedema (Eds.), Exploring context in religious education research: Empirical, methodological and theoretical perspectives (pp. 87-114). Waxmann.
There are 59 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Jean Kaya 0000-0002-3382-3180

Project Number N/A
Publication Date August 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Kaya, J. (2023). Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective. Journal of Teacher Education and Educators, 12(2), 215-236.