University coursework and school experience: The challenge to Amalgamate learning

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The theory-practice gap has long been recognized as a point of contention in teacher education. Bridging that gap has often been seen as difficult almost regardless of contextual perspective—i.e., from both the world of academia and that of schools. Recognizing and responding to the oft’ bemoaned theory-practice gap demands are think of the ways in which the dynamics between the university coursework and professional experience components of teacher education are conceptualized and made tangible.
Original languageEnglish
Title of host publicationA Companion to Research in Teacher Education
EditorsMichael A. Peters, Bronwen Cowie, Ian Menter
Place of PublicationSingapore
PublisherSpringer
Pages713-724
Number of pages12
ISBN (Electronic)9789811040757
ISBN (Print)9789811040733
DOIs
Publication statusPublished - 2017

Cite this

Clemans, A., Loughran, J. J., & O'Connor, J. (2017). University coursework and school experience: The challenge to Amalgamate learning. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in Teacher Education (pp. 713-724). Singapore: Springer. https://doi.org/10.1007/978-981-10-4075-7_48
Clemans, Alison ; Loughran, Jeffrey John ; O'Connor, Justen. / University coursework and school experience : The challenge to Amalgamate learning. A Companion to Research in Teacher Education. editor / Michael A. Peters ; Bronwen Cowie ; Ian Menter. Singapore : Springer, 2017. pp. 713-724
@inbook{966aa71874904c04ac40942e999a429e,
title = "University coursework and school experience: The challenge to Amalgamate learning",
abstract = "The theory-practice gap has long been recognized as a point of contention in teacher education. Bridging that gap has often been seen as difficult almost regardless of contextual perspective—i.e., from both the world of academia and that of schools. Recognizing and responding to the oft’ bemoaned theory-practice gap demands are think of the ways in which the dynamics between the university coursework and professional experience components of teacher education are conceptualized and made tangible.",
author = "Alison Clemans and Loughran, {Jeffrey John} and Justen O'Connor",
year = "2017",
doi = "10.1007/978-981-10-4075-7_48",
language = "English",
isbn = "9789811040733",
pages = "713--724",
editor = "Peters, {Michael A.} and Bronwen Cowie and Ian Menter",
booktitle = "A Companion to Research in Teacher Education",
publisher = "Springer",

}

Clemans, A, Loughran, JJ & O'Connor, J 2017, University coursework and school experience: The challenge to Amalgamate learning. in MA Peters, B Cowie & I Menter (eds), A Companion to Research in Teacher Education. Springer, Singapore, pp. 713-724. https://doi.org/10.1007/978-981-10-4075-7_48

University coursework and school experience : The challenge to Amalgamate learning. / Clemans, Alison; Loughran, Jeffrey John; O'Connor, Justen.

A Companion to Research in Teacher Education. ed. / Michael A. Peters; Bronwen Cowie; Ian Menter. Singapore : Springer, 2017. p. 713-724.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - University coursework and school experience

T2 - The challenge to Amalgamate learning

AU - Clemans, Alison

AU - Loughran, Jeffrey John

AU - O'Connor, Justen

PY - 2017

Y1 - 2017

N2 - The theory-practice gap has long been recognized as a point of contention in teacher education. Bridging that gap has often been seen as difficult almost regardless of contextual perspective—i.e., from both the world of academia and that of schools. Recognizing and responding to the oft’ bemoaned theory-practice gap demands are think of the ways in which the dynamics between the university coursework and professional experience components of teacher education are conceptualized and made tangible.

AB - The theory-practice gap has long been recognized as a point of contention in teacher education. Bridging that gap has often been seen as difficult almost regardless of contextual perspective—i.e., from both the world of academia and that of schools. Recognizing and responding to the oft’ bemoaned theory-practice gap demands are think of the ways in which the dynamics between the university coursework and professional experience components of teacher education are conceptualized and made tangible.

UR - http://www.scopus.com/inward/record.url?scp=85056912019&partnerID=8YFLogxK

U2 - 10.1007/978-981-10-4075-7_48

DO - 10.1007/978-981-10-4075-7_48

M3 - Chapter (Book)

SN - 9789811040733

SP - 713

EP - 724

BT - A Companion to Research in Teacher Education

A2 - Peters, Michael A.

A2 - Cowie, Bronwen

A2 - Menter, Ian

PB - Springer

CY - Singapore

ER -

Clemans A, Loughran JJ, O'Connor J. University coursework and school experience: The challenge to Amalgamate learning. In Peters MA, Cowie B, Menter I, editors, A Companion to Research in Teacher Education. Singapore: Springer. 2017. p. 713-724 https://doi.org/10.1007/978-981-10-4075-7_48