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Theory and Practice --Two Fundamental Categories in the Philosophy of Teacher Education 1
Author:
Jan Bengtsson
DOI:
10.1080/0261976950180208
Publication Frequency:
4 issues per year
Subject:
Teachers & Teacher Education;
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AbstractTaking the Swedish teacher education as its point of departure, two related problems are discussed in the article. 1) Practice is often understood as completely immersed in itself. Consequently there arises the problem if and how it can get out of this enclosedness and get some perspective on itself. Three ways are proposed of introducing distance into practice and, thereby, of establishing knowledge about practice: self-reflection, dialogue, and scientific research. 2) Sometimes theory and practice are regarded as absolutely different and incompatible. According to this kind of dualism it is not possible to integrate any kind of theoretical knowledge into teachers professional actions. By showing how distance can be eliminated from theory and transformed into practical skill, it is argued that this dualism is not maintainable. |
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*This article was originally submitted to European Journal of Teacher Education, however, it was eventually published in Educational Review, Vol. 45 No. 3, pp. 205-211. It appears here to reach a wider readership and with the kind permission of Dr Barrie Wade, Executive Editor of Educational Review.
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