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ERIC Number: EJ1084835
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0196-786X
Turning Teacher Education Upside Down: Enacting the Inversion of Teacher Preparation through the Symbiotic Relationship of Theory and Practice
Gelfuso, Andrea; Dennis, Danielle V.; Parker, Audra
Professional Educator, v39 n2 Fall 2015
Recent calls for a shift to clinically-based models of teacher preparation prompt a research focus on the quality of classroom experiences in which pre-service teachers engage and the level to which theory and practice connect to inform those experiences. Developing a theoretical framework to conceptualize an approach to this work is an essential step in teacher preparation reform. Linking Dewey's (1933, 1938) work on reflection with empirical studies on pre-service teachers' reflection practices, and with Vygotsky's notion of a "knowledgeable other," we propose an approach to conducting clinical practice through a theoretical framework. Based on these frames, we argue that the role of the university "supervisor" must shift from one of observation and immediate feedback to one of deep analysis and coaching within the frame of the content being taught. From this, we offer insight on how to further develop both theory and practice within the teacher preparation reform movement and support pre-service teachers as they develop "warranted assertabilities" from their practice.
Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A