Examining the Nature of Theory–Practice Relationships in Initial Teacher Education: A Canadian Case Study

In this case study, the authors examined how theory–practice relationships were conceptualized and enacted in a new teacher preparation program. As well, the issues and tensions associated with theory–practice dynamics were explored. More specifically, the authors explored two questions: (a) What is...

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Veröffentlicht in:	Canadian journal of education 2016-07, Vol.39 (1), p.1-28
Hauptverfasser:	Goodnough, Karen, Falkenberg, Thomas, MacDonald, Ron
Format:	Artikel
Sprache:	eng
Schlagworte:	Case studies Classrooms Core curriculum Educational Environment Learning Pedagogy Student Teachers Teacher education Teacher Education Programs Teacher Educators Teaching methods Theory
Online-Zugang:	Volltext
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