Technology-supported reflection : towards bridging the gap between theory and practice in teacher education


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Almodaires, Abdullah Abdulaziz (2009) Technology-supported reflection : towards bridging the gap between theory and practice in teacher education. thesis.

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Abstract:The ability to convert theoretical knowledge into practical behavior is a common
obstacle facing newly graduated employees in most professions. To overcome
this obstacle, educational institutes are offering some kind of field training
courses that allow their students to practice and gain experience in a real
professional situation. In some professional training institutes, such as teacher
education and nursing institutes, these courses are usually mandatory
requirements for completing the program. The goal of the field training is to give
the students the opportunity to apply their theoretical knowledge, under
experienced supervision, in a real professional context. In other words, field
training supports the period of transition between the initial training of
prospective teachers and their entry into professional life as fully qualified
teachers (European Commission, 2002). In teacher education, many educators, for
instance Buckingham (2005), Smith (2000), Stigler and Hiebert (1999) and Schön
(1987) warn about a gap between the theoretical knowledge that is acquired from
the educational program and the practical skills that are required at the schools in
this transition period. This gap is also found in the teacher education programs in
Kuwait (Al Deeb, 1997). The poor performance of the field training in developing
prospective teachers’ competences is presented as an important factor that is
causing this gap in teacher education in Kuwait (Hasan, 2001). Improving the
performance of the field training in these programs could lead to reducing the
gap between theory and practice. This study attempts to improve the field
training in the teacher education programs in Kuwait through the facilitation of
the reflective practice approach among prospective teachers in these programs.
Item Type:Thesis
Faculty:
Behavioural Sciences (BS)
Research Group:
Link to this item:http://purl.utwente.nl/publications/67230
Official URL:http://dx.doi.org/10.3990/1.9789036528283
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