Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6060
Title: Student-teachers’ understanding of the role of theory in their practice
Authors: Kwenda, Chiwimbiso M 
Adendorff, Stanley A 
Mosito, Cina 
Keywords: Education theory;Education practice;Student teachers
Issue Date: 2017
Publisher: Journal of Education
Abstract: In the current educational context there are calls worldwide for a shift from the perspective which treats theory separately from practice, to a more organically evolving, more grounded conception of theory which integrates campus-based courses with school teaching and learning. This study adopts a guided reflection conceptual framework in making sense of student teachers’ understanding of the role of theory in their practice. A qualitative design is employed. The aim was to establish how student teachers think about theory in their teaching. Following a survey aimed at identifying a relevant sample for a guided reflection, a focus group interview was conducted with a sample of twelve 4th-year student teachers. Data analysis involved transcribing, coding and classification of the codes into themes. Findings indicate that contrary to popular notions of student-teachers not being sure of what is meant by ‘theory’ in the practice of teaching, they have very particular and nuanced understandings of the position and role of theory.
URI: http://hdl.handle.net/11189/6060
ISSN: 2249-5517
Appears in Collections:Edu - Journal Articles (DHET subsidised)

Show full item record

Page view(s)

50
Last Week
1
Last month
0
checked on Feb 9, 2021

Download(s)

39
checked on Feb 9, 2021

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons