The Theory–Practice Divide: The Case of Denmark
International Teacher Education: Promising Pedagogies (Part C)
ISBN: 978-1-78441-674-4, eISBN: 978-1-78441-673-7
Publication date: 21 November 2015
The theory–practice relation in professional programs like teacher education should be a fruitful challenge that inspires students to learn through reflecting on practical experiences with theoretically based concepts. However, instead of being a learning-promoting challenge it often is a problem that causes students to consider leaving teacher education.
Universities and colleges have developed different strategies to make the theory–practice relationship easier for students to handle. One of these strategies is to introduce a third learning space between theory at college and practicum experiences. A Danish university college developed a so-called Teaching Lab to establish a laboratory-like relationship between theory at college and practices in schools. Observations and interviews showed that the college managed to realize its goal and bridge the gap between theory and practice.
Laursen, P.F. (2015), "The Theory–Practice Divide: The Case of Denmark", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Bingley, pp. 33-49. https://doi.org/10.1108/S1479-368720150000022002
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