Examining the Nature of Theory–Practice Relationships in Initial Teacher Education: A Canadian Case Study

  • Karen Goodnough Memorial University of Newfoundland and Labrador
  • Thomas Falkenberg University of Manitoba
  • Ron MacDonald University of Prince Edward Island

Abstract

In this case study, the authors examined how theory practice relationships were conceptualized and enacted in a new teacher preparation program. As well, the issues and tensions associated with theory–practice dynamics were explored. More specifically, the authors explored two questions: (a) What is the nature of theory–practice relationships in a new teacher preparation program? (b) What tensions will arise as theory–practice relationships are manifested in this new teacher preparation program? Through the analysis of a number of qualitative data sets, insights are shared about program design, practices, and
pedagogy, as well as the perspectives of teacher educators and teacher candidates on the nature of theory–practice relationships in their teacher preparation programs. Implications for teacher educators and teacher preparation are discussed.

Author Biographies

Karen Goodnough, Memorial University of Newfoundland and Labrador

Professor

Faculty of Education

Thomas Falkenberg, University of Manitoba

Associate Professor

Faculty of Education

Ron MacDonald, University of Prince Edward Island

Dean and Associate Professor

Faculty of Education

Published
2016-02-29
How to Cite
Goodnough, K., Falkenberg, T., & MacDonald, R. (2016). Examining the Nature of Theory–Practice Relationships in Initial Teacher Education: A Canadian Case Study. Canadian Journal of Education/Revue Canadienne De l’éducation, 39(1), 1-28. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1964
Section
Articles