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Cited by 87Teacher Education and Leadership StudiesEducation Pedagogy and PracticesEducational Theory and Curriculum Studies

The DOI matches its Crossref record; 32 of the 33 references it cites were found in a registry or an index.

Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority

Open access
McGarr, Oliver, O’Grady, Emmanuel, Guilfoyle, Liam·2017·Journal of Education for Teaching
DOI 10.1080/02607476.2017.1256040
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Abstract

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.

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Research works printed but not linked: 5

  1. 10.1111/jtsb.1990.20.issue-1 · DOI
  2. Fruechting P., 2010, New Thoughts on the Supposed Theory-Practice Gap
  3. French J., 1959, Studies in Social Power, 529
  4. Habermas J., 1984, The Theory of Communicative Action: Vol. I. Reason and the Rationalization of Society
  5. Teaching Council, 2011, Initial Teacher Education: Criteria and Guidelines for Programme Providers

Cited by

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Metadata

Authors
McGarr, O., O’Grady, E., & Guilfoyle, L.
Affiliations
University of Limerick (IE)
Corresponding author
McGarr, Oliver
ORCID
Venue
Journal of Education for Teaching
Publisher
Informa UK Limited
Published
2016-11-08
Volume
43
Issue
1
Pages
48-60
ISSN
  • 0260-7476 (ISSN-L)
  • 1360-0540
DOI
10.1080/02607476.2017.1256040
OpenAlex
W2554644448
Cited by
86
References
33
Citations by year
2026: 4 · 2025: 15 · 2024: 9 · 2023: 16 · 2022: 8 · 2021: 10 · 2020: 10 · 2019: 9 · 2018: 4 · 2017: 1
FWCI
20.72
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • Journal of Education for Teaching International Research and Pedagogy (publishedVersion)
  • Arrow@dit (Dublin Institute of Technology) (acceptedVersion)
  • University of Limerick Institutional Repository (University of Limerick) (acceptedVersion, cc-by-nc-sa)
  • Hong Kong Education Bibliographic Database (submittedVersion)
  • Figshare (submittedVersion, cc-by-nc-sa)
  • University of Limerick Institutional Repository (University of Limerick) (submittedVersion, cc-by-nc-sa)
  • University of Limerick Institutional Repository (University of Limerick)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Education Pedagogy and Practices
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
Keywords
theory-practice gap, initial teacher education, pre-service teachers, educational theory, student teacher perceptions

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.