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.
|Title of host publication||A Companion to Research in Teacher Education|
|Editors||Michael A. Peters, Bronwen Cowie, Ian Menter|
|Place of Publication||Singapore|
|Number of pages||12|
|Publication status||Published - 2017|
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). Springer. https://doi.org/10.1007/978-981-10-4075-7_48