TY - JOUR AU - Goodnough, Karen AU - Falkenberg, Thomas AU - MacDonald, Ron PY - 2016/02/29 Y2 - 2024/03/28 TI - Examining the Nature of Theory–Practice Relationships in Initial Teacher Education: A Canadian Case Study JF - Canadian Journal of Education/Revue canadienne de l'éducation JA - CJE/RCÉ VL - 39 IS - 1 SE - Articles DO - UR - https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1964 SP - 1-28 AB - <p style="margin: 0cm 14.2pt 0pt; line-height: normal;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">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<br />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.<br /></span></p> ER -