NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855835
Record Type: Journal
Publication Date: 2009-May
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1742-5964
Exploring the Radical Middle between Theory and Practice: A Collaborative Self-Study of Beginning Teacher Educators
Bullock, Shawn Michael; Christou, Theodore
Studying Teacher Education, v5 n1 p75-88 May 2009
This article is a collaborative self-study of our development as beginning teacher educators over the course of an academic year. A focus of our self-study was our shared interest in the role of theory and of practice in teacher education programs. Theodore taught a philosophy of education course and Shawn taught a practicum supervision course. Both authors share autobiographical excerpts of their teaching contexts and the problems of practice that they encountered. Our analysis suggests that the dichotomy between theory and practice is unhelpful and unproductive for both teacher candidates and teacher educators. Theory and practice are densely interwoven aspects of teaching that can be tacitly separated by coursework in teacher education. We advocate a pedagogy of teacher education that explores the radical middle between theory and practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A