10 SES 16 B, Combining Theory and Practice in Teacher Education: Lessons learned internationally
The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature (Flores, 2016, 2017; Valeeva & Gafurov, 2017; Marcondes, Leite & Ramos, 2017). However, more needs to be done as far as concrete examples of fostering these components in existing teacher education programmes. In general, there has been a growing recognition of the importance of the use of research to inform practice and to enhance teacher professionalism. In this context, the need to foster and sustain knowledge mobilisation and generation has been advocated through, for instance, developing an inquiry approach in ITE and to integrate research into practicum (e.g. Flores, 2018; Vieira et al. 2019). This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and research-informed practice. An analysis of practicum reports illustrates the ways in which research is used to understand and transform education. Student teachers are able to develop reflective practice. Research is seen as the central element in the (re)construction of the thinking and practice of teachers-to-be. However, knowledge about research is the least present kind of knowledge in the practicum reports. In other words, even though student teachers are able to design, develop, describe and interpret pedagogical inquiry, they do not use theoretical research knowledge very often when they need to justify research options and analyse research processes (Flores, Vieira, Silva & Almeida, 2016). Further improvements are needed in terms of making more explicit the ethical and conceptual framework underpinning the pedagogical projects, mobilising knowledge about research in justifying the methodological options and data analysis, integrating theory and practice in data analysis, and reflecting about the limitations and recommendations for training, supervision and research on teaching (Flores, 2018; Vieira, Flores, Silva & Almeida, 2019). The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features.
Flores, M. A. (2016) Teacher Education Curriculum, in. J. Loughran & M. L. Hamilton (Eds.) International Handbook of Teacher Education, (pp. 187-230). Dordrecht: Springer Press. Flores, M. A. (2017) Editorial. Practice, theory and research in Initial Teacher Education. European Journal of Teacher Education, vol. 40, nº3, pp. 287–290 Flores, M. A. (2018) Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice, Journal of Education for Teaching, 44(5), 621-636 Marcondes, M. I.; Leite, V. F. A. & Ramos, R. K. (2017) Theory, practice and research in initial teacher education in Brazil: challenges and alternatives, European Journal of Teacher Education, 40 (4), pp. 326-341 Valeeva, R. A. & Gafurov, I. R. (2017) Initial teacher education in Russia: connecting theory, practice and research, European Journal of Teacher Education, 40 (3), pp. 324-360 Vieira, F.; Flores, M. A.; Silva, J. L. & Almeida, J. (2019) Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal, in T. Al Barwani, T.; M. A. Flores & D. Imig, (2019) (eds) Leading Change in Teacher Education. Lessons from Countries and Education Leaders Around the Globe, Milton Park: Routledge, pp. 41-57
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
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Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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