Teacher education programs are perceived to be effective in the development of teachers for the real world situation of the classroom at schools. Specifically, the quality of education of any system of education does not exceed the quality of its teachers trained through the teacher education programs. The most powerful indicator for the evaluation of effective teachers is determined by the students' performance in the teaching learning process and the studies confirm the relationship of the nature of training provided to the prospective teachers with the increase in students' performance. The long standing problem related to the teacher education programs is the gap between theoretical knowledge that the student teachers gain through their courses at campus and their practical application in the real world situation of classrooms at schools. The problem has become more crucial in developing countries like Pakistan and different research studies have been conducted in the context of the effectiveness of teacher education programs. The question seeks to develop practical solution in this regard.
Training and Learning Strategies area as an effective resource for teachers and students focusing on improved academic achievement and striving to meet new academic standard. Another strategy is RST strategy which is
R= Research
S= Study
T= Teaching
In teaching education these three thins can fill the gap between theoretical knowledge & professional practice in teacher education.
Training and Learning Strategies area as an effective resource for teachers and students focusing on improved academic achievement and striving to meet new academic standard. Another strategy is RST strategy which is
R= Research
S= Study
T= Teaching
In teaching education these three thins can fill the gap between theoretical knowledge & professional practice in teacher education.
creo que la única forma de lograrlo es tener una fuerte experiencia en el terreno en el cual se está enseñando y permanentemente ir y volver de la práctica a la teoría o al revés. Está en juego aquí "saber" y "conocer", es decir saber por medio de la lectura y conocer por medio del contacto directo con el objeto.
Mentoring, in other words support in the classroom, as part of teacher professional learning programs, helps bridge the divide. The divide between theoretical and practical can also be lessened by modeling practical skills within training, in other words conducting all "lectures" as models of what teachers should be doing in their classrooms. Mentoring can range from the physical presence of a mentor to e-mentoring via email, sms or even social media.
http://iated.org/concrete3/view_abstract.php?paper_id=38401
think the only way is to have a strong experience in the field in which they are teaching and permanently to and from practice to theory or vice versa. At stake here "know" and "taste", knowledge through reading and learn through direct contact with the object.
Hi Muhammad
Thank you for raising the question here. Your concern is also mine when most of my student teachers prefer teaching in the way they were taught and our efforts to provide them new teaching techniques, methods, and so on turn out to be useless. I am also looking for not only the solution to this matter but also the root of the problem. My questions include: (1) Why do they skip the new (and of course the better regarding its effectiveness) teaching methods to employ the more traditional ones? (2) How can teacher trainers/ educators prevent this preference from the very beginning of the teacher training and learning process?
Devices that help teachers use theory to think about what they do in class (analysisng their own practice through the use of theories also psychodramatic devices that create a distance between real actions and the possibility to see yourself).
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