Session Information
10 SES 14 A, A Practicum Turn in Teacher Education
Symposium
Contribution
This paper presents a study, focusing on the efforts of promoting a practicum turn in Danish teacher education within the main subject ‘Special Educational theory’. The Danish legislation emphasizes a better integration between practicum and teaching in theoretical perspectives in order to impart the kind of knowledge to the pre-service teachers, needed for them in the everyday life in schools. The aim of the study, then, is to get a deeper understanding of the educational consequences of the teacher education reform, when it comes to the implementation of this ambition. Two different ways of implementing the teacher education reform are identified, analysed and related to the concept of ‘situated professionalism’. This concept is developed from different field studies of teachers’ professional knowledge and way of knowing in special educational practice in Denmark, and it captures the need for teachers to make timely judgements, to reflect and to theorise in teaching situations in practice as well as it bridges the dichotomy between theory and practice. The two different ways of organising relations between theory and practicum in teacher education lead to different learning outcomes: Knowing in practice or Reflecting, theorising and analysing practice.
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