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The future of the practicum : addressing the knowing-doing gap
chapterposted on 2017-12-06, 00:00 authored by Bruce KnightBruce Knight, David TurnerDavid Turner, John Dekkers
This paper presents a model that addresses the problem of the knowing-doing gap in the pre-service teacher education practicum. Addressing this gap is important because it is an enduring problem in the teacher education literature and provides benefits to pre-service teachers undertaking the practicum. It also has the potential to facilitate improved pedagogical capabilities of graduates and learning for their in-school mentors. The model is underpinned by research that found tasks requiring pre-service teachers to apply knowledge presented in the university program while they were placed in the school addressed the knowing-doing gap. Two key roles are presented in the model that provide coordination of the “in-school” functions of the practicum and the “across- schools” functions of the teacher education program.
Number of Pages14
PublisherOxford Global Press
Place of PublicationBrisbane, Qld.
External Author AffiliationsEducation Queensland; Learning and Teaching Education Research Centre (LTERC); School of Education and the Arts (2013- );
Number of Chapters11