This book positions itself at the intersection of the interrelationship
between three key areas of initial teacher education: constructivist
learning theories, teaching practicum, and the promotion of reflective
practices. It presents an innovative approach to teacher preparation at
undergraduate and postgraduate levels by critically examining the
implementation of a mandatory experiential learning block across subject
disciplines on undergraduate and postgraduate teacher preparation
courses. This book presents multiple examples and case studies of these
varied experiential learning projects that will inform academics,
teachers and policymakers. Through these rich examples the authors set
out to address the theory-practice dilemma in teacher education, where
teachers-to-be are often positioned as 'consumers' of educational
research in classrooms, read reference books and academic papers on
teaching, and observe university and school experts before applying the
same acquired theories and practices in their own classes. In the book
the authors argue for a shift away from this conventional
teacher-learning curriculum that is characterised by the separation of
theory and practice, choosing instead to promote pedagogy and methods
courses where practice underpins all learning. These pedagogical
perspectives include the promotion of a diverse range of learning
contexts (including on- and off-campus learning sites) for student
teachers to experience during their time on teacher education courses.
