An Analysis of Theory to Practice Consistency in Preservice Teacher Education.
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| Title: | An Analysis of Theory to Practice Consistency in Preservice Teacher Education. |
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| Language: | English |
| Authors: | Mitchell, Murray F. |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 1997 |
| Intended Audience: | Practitioners; Researchers; Teachers |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | College Faculty, College Instruction, Course Content, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Reflective Teaching, Teacher Attitudes, Teacher Behavior, Teacher Role, Theory Practice Relationship |
| Abstract: | This study examined the relationship between formal program statements and actual practices in one sophomore class in a preservice teacher education program. Specifically, the study evaluated: possible inconsistencies between what is explicitly stated and what is actually done; whether such inconsistencies are intentional or unintentional, desirable or undesirable; and the role of self-reflection in improved practice. The content of the instructor's instruction was audiotaped and analyzed to identify issues and quantify episodes of instruction. A time analysis of topics was compared to formal course goals in the course syllabus and from written assignments. The instructor was also interviewed twice, before and after analysis of the formal documentation and audiotapes. While the results found some inconsistencies between espoused theories and theories-in-use, there was more consistency than inconsistency. Since the subject teacher was also one of the researchers, the study made this teacher more aware of her classroom behaviors. The project supports the idea that teachers need to think systematically about their practice and learn from their experiences. (Contains 14 references.) (JLS) |
| Entry Date: | 1997 |
| Accession Number: | ED410193 |
| Database: | ERIC |
| Abstract: | This study examined the relationship between formal program statements and actual practices in one sophomore class in a preservice teacher education program. Specifically, the study evaluated: possible inconsistencies between what is explicitly stated and what is actually done; whether such inconsistencies are intentional or unintentional, desirable or undesirable; and the role of self-reflection in improved practice. The content of the instructor's instruction was audiotaped and analyzed to identify issues and quantify episodes of instruction. A time analysis of topics was compared to formal course goals in the course syllabus and from written assignments. The instructor was also interviewed twice, before and after analysis of the formal documentation and audiotapes. While the results found some inconsistencies between espoused theories and theories-in-use, there was more consistency than inconsistency. Since the subject teacher was also one of the researchers, the study made this teacher more aware of her classroom behaviors. The project supports the idea that teachers need to think systematically about their practice and learn from their experiences. (Contains 14 references.) (JLS) |
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