Author： Brady Laurie Segal Gilda Bamford Anne Deer Christine E.
Publisher： James Nicholas Publishers
ISSN： 1323-577X
Source： Educational Practice and Theory, Vol.20, Iss.1, 1998-01, pp. : 5-16
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Abstract
This paper reports findings from a study conducted at the University of Technology, Sydney which involved evaluating the experiences of a cohort of teacher education students over the first two years of their initial teacher education program. Extensive data were collected by questionnaire and interview on five different occasions, and analysed using a grounded theory approach that yielded thematic constructs. This paper focuses on one of these thematic constructs—the nexus between theory and practice, and specifically on the extent to which students perceive that their academic program content prepares them for their field-based experience or practicum. The findings are reported in terms of the major sub-themes apparent from refining data categories, viz. the realism of teaching, behaviour management, lesson planning, practicum assignments, assessment and evaluation, relationships with teachers, and the role of the tertiary adviser. Such findings have implications for contemporary teacher education programs that seek to realise national standards and guidelines.
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