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Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority

Abstract:

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teach...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted Manuscript

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Publisher copy:
10.1080/02607476.2017.1256040

Authors


O'Grady, E More by this author
More by this author
Institution:
University of Oxford
Division:
Social Sciences Division
Department:
Education
ORCID:
0000-0002-3736-0339
Publisher:
Taylor and Francis Publisher's website
Journal:
Journal of Education for Teaching Journal website
Volume:
43
Issue:
1
Pages:
48-60
Publication date:
2016-11-08
Acceptance date:
2016-10-12
DOI:
EISSN:
1360-0540
ISSN:
0260-7476
Pubs id:
pubs:935302
URN:
uri:92c7d309-8629-435f-a7e7-95d2113bf6d0
UUID:
uuid:92c7d309-8629-435f-a7e7-95d2113bf6d0
Local pid:
pubs:935302

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