Student Teachers' Perceptions of Theory and Practice Integration through Action Research
Year: 2014
Type: article
Abstract: . The purpose of the study is to gain insight into pre-service teachers ’ perceptions of integrating theory and practice by means of action research. Motivation for the study is the still unresolved theory-practice problem in teacher education. There is still little known in the research area of teacher education about how student teachers link theoretical knowledge and practical situations. The question of how the integration of several elements of the knowledge base of pre-service teachers can be realized is essential for this. A second reason for this study, related to this problem, is the rising interest in action research, which, due to its nature, helps student teachers use university theories for reflection on practical activities, thus contributing to the perception of the theory and practice integration process. The study is qualitative in nature and serves to uncover the lived experience of the 5 participants of the study (referendars1 in the initial stage of their 18-months preparation program at teacher seminars and practicum settings across North Rhine-Westphalia, Germany) in the process of theory and practice integration through action research.
Author: Sergiy Bobrakov
Institution: University of Luhansk
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1563424084