Open AccessMaking Sense of Divides and Disconnects in a Preservice Teacher Education Program
Author(s) -
Karen Goodnough,
Ronald MacDonald,
Thomas Falkenberg,
Elizabeth Murphy
Publication year - 2017
Publication title -
in education
Language(s) - English
Resource type - Journals
ISSN - 1927-6117
DOI - 10.37119/ojs2017.v23i1.322
Subject(s) - practicum , activity theory , sociology , pedagogy , field (mathematics) , teacher education , autonomy , qualitative research , mathematics education , psychology , political science , social science , mathematics , pure mathematics , law
This study’s purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university. Keywords: Preservice teacher education; cultural historical activity theory; contradictions; school-university partnerships; divides and disconnects