Engaging Pre-service Teacher Candidates in Academic Coursework: Using a Practice to Theory Approach

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorAker, Leanna
dc.date.accessioned2016-12-05T19:54:22Z
dc.date.available2016-12-05T19:54:22Z
dc.date.issued2016
dc.description.abstractThough traditional teacher preparation programs teach educational theory and ask teacher candidates to put that theory into practice, a practice-to-theory (PtT) approach can more effectively engage preservice teachers. The rationale for such an approach is grounded in research of preservice teachers' perceptions of their preparation programs, theories of situated learning and self-determination in adult learners, and similar innovative teacher preparation approaches. The author dissects two vignettes of successful PtT approaches at a microscale within the classroom, and shares tips for successfully integrating such an approach in preservice teachers' coursework.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/604
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectpreservice teacher training
dc.subjectpractice-to-theory approach to training
dc.subject.lcshStudent teachers--Training of
dc.subject.lcshApprenticeship programs
dc.titleEngaging Pre-service Teacher Candidates in Academic Coursework: Using a Practice to Theory Approach
dc.typeBook Chapter
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