The theory-practice problem manifests itself in education generally and in teacher education specifically. The divide is evident in diverse literatures internationally. The theory-practice split, which is one of many expressions used to describe the phenomenon, cannot be apprehended in a material sense. Instead, it emerges as a perennial problem that educators live through the stories they tell of their lives. This chapter particularly captures the struggle over rigor versus relevance in teacher education. It offers five different categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which together comprise this volume, International Teacher Education: Promising Pedagogies (Part B). These five pedagogies join five earlier categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity, and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A), and a new lineup of promising teacher education pedagogies that will appear in International Teacher Education: Promising Pedagogies (Part C). In all cases, the featured international pedagogies are not recipes to follow. Rather, they are contextualized artifacts that produce a synergy between teaching and learning and show promise where international transferability is concerned.
Craig, C.J. and Orland-Barak, L. (2015), "International Teacher Education: Promising Pedagogies Introduction", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, pp. 1-5. https://doi.org/10.1108/S1479-368720150000025045Download as .RIS
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