Session Information
10 SES 10 B, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
The research project “Surprising practices” investigates whether it is possible for educators in professional education programs to develop their teaching practices through ‘surprising encounters’ with the practices of the workplace and the education of other professions.
The study is designed as an intervention aiming at the establishment of inter-professional knowledge in order to rethink didactical perceptions and practices of teaching in professional education. The main focus is to stimulate reflections and new teaching practices regarding the linkage between theory and practice, education and workplace. Furthermore the study offers new insights into how educators conceptualize and practice different relations between theory and practice within professional education programs. (Hasse 2009, Hasse 2010)
Lot of students leaves courses before they graduate. An inadequate theory-practice relation is one of the causes for the student’s drop-out-of-education. Students experience a gap between theory and practice. They are presented to theories, which they find irrelevant in relation to their future professional practices (K. Jensen 2010, T. Jensen 2010)
We know from current research (Korthagen 2001, Jensen 2010) that the following conditions influence the students’ experience of the relationship between theory and practice.
· Organization of teaching influences a constructive interaction between theory and practice. The following factors are important: Opportunities for students to acquire embodied professional competences through participation in social communities, both at the college and in the workplace; opportunities to involve students' workplace experiences in the teaching at college; opportunities to develop an understanding of what is currently needed to perform as e.g. a teacher, a nurse or a kindergarten teacher.
· Organization of professional education programs influences the interaction between theory and practice. Cooperation between universities, university colleges and workplaces is required for the purpose of development of new ways of teaching. Such cooperation resolves problems of 'translation' from the scientific world to the university colleges' teaching and to the practice in the workplaces.
· Reflective dialogue between students, supervisors and lecturers rises to a fruitful relation
between theory and practice, and supports the students'
acquisition of adequate
knowledge. Relations between body, space and artifacts are different at colleges and workplaces, respectively. Insight into these relations' importance may give rise to a more productive interaction between theory and practice.
Our study builds on these findings in order to problematize the ways theory and practice, education and workplace are related within professional education programs by asking how teaching practices may be developed in order to create a more fruitful relationship between theory and practice? As most interventions in this field, at least in a Danish context, has been focusing on the organization of workplace training and the education of the workplace counselors of the students, this study breaks new ground in focusing on the teachers and their own development of new conceptualizations and teaching practices by placing teachers in new workplace contexts and make them reflect on the connection between practice and education and thereby develop a new didactical perspective on teaching. (Hasse 2009, Hasse 2010)
Method
Expected Outcomes
References
Bayer M. og Brinkkjær U.(2003): Professionslæring i praksis. Danmarks Pædagogiske Universitet Brok, Lene Storgaard (2010): Bridging the gap between theory and practice En udredning af aktuelle igangværende forsøg og tiltag i fire professionsbacheloruddannelser, UCC Carlson, H. L. (1999) From Practice to Theory: a social constructivist approach to teacher education. Teachers and Teaching: theory and practice. Vol. 5, No. 2. Hasse, C., Trentemøller, S. & Motzkau, J., Nissen, M. (Red.), Mørck, L. L. (Red.), Huniche, L. (Red.), Jefforson, A. M. (Red.). (2009). The Method of Culture Contrast .Qualitative Research in Psychology, 6 Hasse, C. (2010): Kulturanalyse – studier af arbejdspladskultur: Begreber, metoder og forbløffende praksisser. Samfundslitteratur. Hasse, C. & Sinding, A. B. (2011). The cultural context of science education . The World of Science Education Holland, Dorothy and Quinn, Naomi (eds) (1987) Cultural Models in Language and Thought, Cambridge University Press. Holland, D. 1992. The woman who climbed up the house: Some limitations of schema theory. In New directions in psychological anthropology, ed. T. Schwartz, G. White, and C. Lutz. Cambridge, U.K.: CUP Jensen, Kræn Blume et al. (2010): Frafald på professionsbacheloruddannelserne. Hvordan klarer uddannelsesinstitutionerne sig? Kbh., AKF. Jensen, Torben Pilegaard og Søren Haselmann (2010): Students’ Assessment of Linkage between Theory and Practice in the Professional Education Programmes. AKF Korthagen, F. A. (2001) Linking Practice and Theory: the pedagogy of realistic teacher education. New Jersey: Lawrence Erlbaum Publishers 12 Kroll, L. R. (2004) Constructing Constructivism: how student-teachers construct ideas of development, knowledge, learning and teaching. Teachers and Teaching: theory and practice. Vol. 10, No. 2 Latour, Bruno (2005): Reassembling the Social. Oxford: Oxford University Press Laursen, P. F. (in press): Student teachers' conceptions of theory and practice in teacher education. In A. Short & J. Kentel: Totems and Taboos: Risk and relevance in research on teachers and teaching. Rotterdam: Sense Publishers
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