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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.
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
FullText Text:
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED410193
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Analysis of Theory to Practice Consistency in Preservice Teacher Education.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Mitchell%2C+Murray+F%2E%22">Mitchell, Murray F.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1997
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Practitioners; Researchers; Teachers
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 1997
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  Data: ED410193
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Instruction
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
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      – TitleFull: An Analysis of Theory to Practice Consistency in Preservice Teacher Education.
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              M: 04
              Type: published
              Y: 1997
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