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Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education
ARTICLE

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TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education.

Citation

Cheng, M.M.H., Tang, S.Y.F. & Cheng, A.Y.N. (2012). Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 781-790. Elsevier Ltd. Retrieved December 12, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.02.008

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