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ERIC Number: EJ795196
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0737-5328
Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences
Allsopp, David H.; DeMarie, Darlene; Alvarez-McHatton, Patricia; Doone, Elizabeth
Teacher Education Quarterly, v33 n1 p19-35 Win 2006
A long-standing goal for many teacher preparation programs is to link theory to practice (i.e., "linkages") for teacher candidates through close university-school partnerships. Essentially, the professional development schools (PDS) models were established to bridge this gap of theory and practice and to provide an environment in which collaboration between university faculty and teachers can foster shared knowledge, professional growth, and progressive methods of instruction. A primary goal of the PDS model is to engage the teacher candidate in professional activities within schools in order to develop the skills of inquiry, reflection, problem solving, and collaboration. The Department of Special Education at the authors' university has been involved in formal partnership development with surrounding school districts for the past 12 years. This partnership has two specific goals: (1) to develop a partnership where more meaningful linkages can be made by students between the content they learn in their courses and their early practicum field experiences; and (2) to systematically collect data for the purpose of evaluating goal number one. The primary research question that guided data collection during the first semester of the partnership was: To what extent do teacher candidates make linkages between courses taught on-site and their practicum? This paper describes an enhanced course-practica delivery model, data collected to answer the research question, findings, and lessons learned.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A