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Laursen Per F. (2007). « Student teacher's conceptions of theory and practice in teacher education ». In International Study Association on Teachers and Teaching.ISATT conference, Saint Catherines, Canada, 5—7 juillet 2007. Reading : ISATT, p. 1–11. En ligne : <http://www.isatt.org/IS ... ofTheoryandpractice.pdf>. 
Added by: Feyfant Annie (08 Oct 2009 16:38:13 Europe/Paris)   Last edited by: Feyfant Annie (08 Oct 2009 16:39:29 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Laursen2007
Categories: Enseignants, General
Keywords: formation des enseignants
Creators: Laursen
Publisher: International Study Association on Teachers and Teaching (Saint Catherines, Canada)
Collection: ISATT conference
Views: 642/1387
Views index: 18%
Popularity index: 4.5%
URLs     http://www.isatt.o ... oryandpractice.pdf
Abstract     
"This paper presents the results of an interview study of student teachers’ conceptions of theory and practice in teacher education. Student teachers often complain that theory in teacher education is not relevant to practice. This problem has probably grown worse during the last decades with the enhanced academic ambitions of many teacher training programs. However student teachers’ re-ports about the problem are often expressed in clichés that are difficult for teacher training institu-tions to act upon. The purpose of this project has been to acquire a more precise and subtle under-standing of the students’ conceptions and their rationales. The empirical material of the project is qualitative group interviews with 34 students from five Danish teacher training colleges. The re-sults show that student teachers view theory as a product of other persons’ work and theorizing is not viewed as anything they do or can do themselves. Student teachers want primarily to learn to teach, not to reflect on teaching and therefore they want theories to be useful and to be ’tool-like’. Teacher students do not want recipes or manuals; they want freedom to develop their own way of teaching."
Added by: Feyfant Annie  Last edited by: Feyfant Annie
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