Student Teachersâ Conceptions of Theory and Practice in Teacher Education

Per F. Laursen

Student Teachersâ Conceptions of Theory and Practice in Teacher Education

In: Totems and Taboos

Author:

Per F. Laursen

Per F. Laursen Department of Curriculum Research Danish School of Education University of Aarhus

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Type:: Chapter

Pages:: 171â182

DOI:: https://doi.org/10.1163/9789087905675_018

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This article presents the results of an interview study of student teachersâ conceptions of theory and practice in teacher education. Student teachers often complain that theory in teacher education is not relevant to practice. This problem has probably grown worse during the last decades with the enhanced academic ambitions of many teacher training programs. However student teachersâ reports about the problem are often expressed in clichÃ©s that are difficult for teacher training institutions to act upon. The purpose of this project has been to acquire a more precise and subtle understanding of the studentsâ conceptions and their rationales. The empirical material of the project is qualitative group interviews with 34 students from five Danish teacher training colleges. The results show that student teachers view theory as a product of other personsâ work and theorizing is not viewed as anything they do or can do themselves. Student teachers want primarily to learn to teach, not to reflect on teaching and therefore they want theories to be useful and to be âtool-likeâ. Student teachers do not want recipes or manuals; they want freedom to develop their own way of teaching.

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Totems and Taboos

Risk and Relevance in Research on Teachers and Teaching

E-Book ISBN:: 9789087905675

Publisher:: Brill

Print Publication Date:: 01 Jan 2008

Subjects
- Education
  - Teacher Education

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Student Teachersâ Conceptions of Theory and Practice in Teacher Education

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Totems and Taboos

Risk and Relevance in Research on Teachers and Teaching

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Student Teachersâ Conceptions of Theory and Practice in Teacher Education