‘Mind the gap’, an automated announcement on the London underground, is often used to highlight the discrepancy between the theory in preservice teacher education and the practice facing teachers in reality. How to better bridge theory and practice has been one critical issue discussed by teacher education institutions and researchers internationally (Beauchamp, 2015; Greenwood & Mabeady, 2021; Kumazawa, 2013; Lohmander, 2015; Pan, 2020).

The existing body of research suggests that, through quality preservice teacher education (evidence from outside), the gap between theory and practice within this context can be better bridged (Ortlieb, 2011; Sharma & Mullick, 2021; Spronken-Smith & Walker, 2010). To date, however, very little attention has been paid to the relation between (student) teacher him/herself (evidence from inside) and competence required for the teaching profession.  

In the field of special needs education (SNE), the gap between theory and practice has led special educational needs (SEN) teachers to be more exposed to burnout than their colleagues working for mainstream classes (Lavian, 2012). The conflict between “a sense of idealism” and “the harsh reality” inevitably also leads the SEN teaching profession to a pressing problem with teacher attrition. Based on the two abovementioned contexts, one purpose of this study was to examine the significant role informal learning (teacher lived experience) can play and contribute to in better preparing preservice SEN teachers to work resiliently in the future.  

The conceptual starting point applied in this research is the teacher-as-a-person (Goodson, 1991; Hargreaves, 1994; Kenyon, 2017). This perspective highlights the cruciality of informal learning in teacher professionalism. In other words, the teacher-as-a-person places emphasises upon how teachers’ professional competence can be developed through and benefitted from their lived experiences. 

A qualitative approach was chosen to allow a deeper insight into the interplay and interweaving of teacher professionalism and informal learning. Eleven SEN teachers across Finland were interviewed. Interview data was further analysed via thematic analysis (Guest, MacQueen & Namey, 2011).

The findings of the current study show that the teachers’ lived experiences had various considerable positive influences on their professionalism. More specifically, the relevant professional competence required in the teaching profession was developed and improved through what the teachers had learned informally in their previous vocational careers, current workplace and other aspects of private life. For instance, in the realm of private life, romantic partnership or child-raising experience contributed to building up and maintaining better professional relationships with colleagues, pupils and pupils’ caretakers. Furthermore, competences regarding know-why, know-how and know-whom were cultivated through pervious work experiences. The findings imply that “evidence” can be accumulated, obtained, and demonstrated not merely via reformed structure/content in preservice teacher education but also through exploring, identifying, and transferring from/in (student) teacher him/herself. This study sheds new/alternative light and provides a more all-round view on bridging the gap between theory and practice in teacher education.

Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice: International and Multiplinary Perspective, 16(1), 123-141. Greenwood, C. T. & Mabeady, L. (2021). Are future teachers aware of the gap between research and practice and why should they know? Teacher Education and Special Education, 24(4), 333-347. Goodson, I. F. (Ed.). (1992). Studying Teachers' lives. Routledge. Guest, G., MacQueen, K. M. & Namey, E. E. (2011). Applied Thematic Analysis. SAGE Publication. Hargreaves, A. (1994). Changing Teachers, Changing Times: Teaches' Work and Culture in the Postmodern Age. Continuum. Kumazawa, M. (2013). Gaps too large: Four novice EEL teachers' self-concept and motivation. Teaching and Teacher Education, 33, 44-45. Lavian, R. H. (2012). The impact of organisational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching: Theory and Practice, 18(2), 233-247. Lohmander, M. K. (2015). Bridging 'the gap' - linking workplace-based and university-based learning in preschool teacher education in Sweden. Early Years, 35(2), 168-183. Ortlieb, E. (2011). Improving teacher education trhough inquiry-based learning. International Education Studies, 4(3), 41-46. Pan, C.-Y. (2022). Special Educational Needs Teachers in Finnish Inclusive Vocational Education and Training. [Doctoral dissertation, University of Jyväskylä]. JYX Digital Repository. http://urn.fi/URN:ISBN:978-951-39-8335-2 Sharma, U. & Mullick, J. (2021). Bridging the gaps between theory and practice of inclusive teacher education. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 107-120). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1226 Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.