The relationship between pedagogical views and practices among pre-service teacher educators

Abstract

AbstractThis study examined the link between teacher educators’ views and practices by employing a mixed-methods design. Korthagen’s broad categorization of teachers’ learning as realistic and application of theory approaches are used as a framework for the study. Realistic approach focuses on organizing learning experiences for student teachers to provide opportunities to practice learning to teach and reflect on these opportunities. The application of theory approach focuses on learning theories about teaching and expecting student teachers to apply them during teaching. Questionnaires were used to gather data from 234 teacher educators selected through stratified random sampling. Data were also collected through unstructured interviews with five purposively selected teacher educators. The results showed that, although teacher educators viewed learning to teach as a realistic model, they demonstrated a transmissionist application-of-theory model. Teacher educators’ practices mainly focus on learning facts, concepts, and theories without providing opportunities for student teachers to practice what has been learned. To change teacher educators’ practices, it is essential that professional development activities that help them re-examine their views of learning to teach and their practices of teaching about to teach are organized. Moreover, policy directives need to conceptualize teaching about teaching in relation to the standards of effective teacher education programs at both the institutional (colleges, regional education bureaus, and the ministry of education) and individual levels.

Keywords

• views of learning to teach
• pedagogical approaches
• teacher education in Ethiopia