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Addressing the Research/Practice Divide in Teacher Education
Abstract
Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position of a teacher educator. Teaching in a university-based mathematics methods course during the academic year and an elementary classroom during the summer recess provided opportunities to make connections between research and practice. This article examines the effects this study had on the researcher's instruction at the university level. Specifically, the article suggests ways for teacher educators to reconnect with classroom practice in an effort to remain relevant in the quickly changing world of P–12 education. In addition, the study suggests ways for teacher education programs to connect methods courses to authentic field-based experiences to help future teachers make connections between research and practice.
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Preservice teachers are not able to make the connections between their learning in university classrooms and what they experience in the school classrooms (Flessner 2012).”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Flessner 2012
In the citing paper
“Very often, according to Flessner (2012), teacher educators isolate themselves to university classrooms and do not engage on platforms outside of the university setting e.g., with practicing teachers, children or visits to school classrooms.”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Flessner 2012
In the citing paper
“Firstly, he made several visits to various schools in that district and secondly, he developed a Website where he posted videos of him teaching in a grade 5 class which students were now allowed access to view the 'practice' that he felt was previously missing from his classroom.”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Flessner 2012
In the citing paper
“This helped to connect his 'teaching in the methods course' at the university with that of 'actual classroom practice'.”
From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Flessner 2012
Citations
The citation lists haven’t been fetched yet
References 38 · Cited by 14
Research works printed but not linked: 30
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- Barnett M., 2006, Journal of Technology and Teacher Education, 14, 701
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- Cochran-Smith M., 1993, Inside/outside: Teacher research and knowledge
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- Gall M. D., 2003, Educational research: An introduction
- Grossman P., 2008, Handbook of research on teacher education: Enduring questions in changing contexts, 243
- Gutstein E., 2006, Reading and writing the world with mathematics: Toward a pedagogy for social justice
- 10.1177/0022487100051003012 · DOI
- Honan E., 2007, Handbook of teacher education: Globalization, standards and professionalism in times of change, 613, 10.1007/1-4020-4773-8_42 · DOI
- Kemmis S., 1988, The action research planner
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- Lampert M., 2001, Teaching problems and the problems of teaching
- Lampert M., 1998, Teaching, multimedia, and mathematics: Investigations of real practice
- Loughran J., 2002, Improving teacher education practices through self-study, 239
- Loughran J., 2006, Developing a pedagogy of teacher education: Understanding teaching and learning about teaching
- Loughran J., 2007, Handbook of teacher education: Globalization, standards and professionalism in times of change, 585, 10.1007/1-4020-4773-8_40 · DOI
- National Council for the Accredidation of Teacher Education, 2010, Transforming teacher education through clinical practice: A national strategy to prepare effective teachers
- Norman P. J., 2007, Transforming teacher education: Reflections from the field, 161
- 10.3102/0013189X031008015 · DOI
- Rose D., 1996, Introducing data analysis for social scientists
- 10.1080/1462394022000034569 · DOI
- Shulman L. S., 2004, The wisdom of practice: Essays on teaching, learning, and learning to teach, 251
- 10.1177/002248718103200302 · DOI
- Zumwalt K., 2008, Handbook of research on teacher education: Enduring questions in changing contexts, 404
Metadata
- Authors
- Flessner, R.
- Affiliations
- Butler University (US)
- Corresponding author
- Flessner, Ryan
- Venue
- Action in Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2012-06
- Volume
- 34
- Issue
- 2
- Pages
- 159-171
- ISSN
- 0162-6620 (ISSN-L)
- 2158-6098
- OpenAlex
- W2005124924
- Cited by
- 14
- References
- 38
- Citations by year
- 2024: 2 · 2023: 1 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 1 · 2016: 2 · 2015: 1 · 2013: 3
- FWCI
- 6.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Action in Teacher Education (publishedVersion)
- Digital Commons @ Butler University (Butler University) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Educational Research and Methods
- Keywords
- research-practice gap, teacher professional development, mathematics methods courses, teacher educators, elementary mathematics teaching, teacher education curriculum
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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- Flessner, R. (2012). Addressing the Research/Practice Divide in Teacher Education. Action in Teacher Education. https://doi.org/10.1080/01626620.2012.677739
