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

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dc.contributor.author McGarr, Oliver
dc.contributor.author O'Grady, Emmanuel
dc.contributor.author Guilfoyle, Liam
dc.date.accessioned 2017-03-20T09:50:14Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10344/5626
dc.description peer-reviewed en_US
dc.description.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 teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the theory-practice gap en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Journal of Education for Teaching;43 (1), pp. 48-60
dc.relation.uri http://www.tandfonline.com/doi/full/10.1080/02607476.2017.1256040
dc.relation.uri http://dx.doi.org/10.1080/02607476.2017.1256040
dc.rights This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Education for Teaching 2017 copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/02607476.2017.1256040 en_US
dc.subject theory-practice gap en_US
dc.subject student teacher en_US
dc.subject authority en_US
dc.subject teacher power bases en_US
dc.subject discourse analysis en_US
dc.title Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2017-03-16T14:02:25Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/02607476.2017.1256040
dc.date.embargoEndDate 2018-05-08
dc.embargo.terms 2018-05-08 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2691159
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Journal Of Education For Teaching
dc.description.status peer-reviewed


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