Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme

Kathleen Clayton, Heidi Smith, Janet Dyment

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)

    Abstract

    Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with preservice teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models. The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered.
    Original languageEnglish
    Pages (from-to)167-185
    Number of pages19
    JournalAsia-Pacific Journal of Teacher Education
    Volume42
    Issue number2
    DOIs
    Publication statusPublished - 2014

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