Making Sense of Divides and Disconnects in a Preservice Teacher Education Program

Authors

  • Karen Goodnough Memorial University of Newfoundland
  • Ronald J. MacDonald University of Prince Edward Island
  • Thomas Falkenberg University of Manitoba.
  • Elizabeth Murphy Memorial University of Newfoundland Prince Philip Drive St. John's, Newfoundland A1B3X8

DOI:

https://doi.org/10.37119/ojs2017.v23i1.322

Keywords:

Cultural Historical Activity Theory, contradictions, teacher education and preparation, theory, practice

Abstract

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

Author Biographies

Karen Goodnough, Memorial University of Newfoundland

Karen Goodnough is a professor in the Faculty of Education at Memorial University of Newfoundland. Her research interests include action research, teacher education, and science teacher professional learning.

Ronald J. MacDonald, University of Prince Edward Island

Ronald J. MacDonald is Dean of the Faculty of Education at the University of Prince Edward Island. His research foci include supporting science teacher communities of practice when they are integrating technologies; and gender differences in students' attitude toward science.

Thomas Falkenberg, University of Manitoba.

Thomas Falkenberg is a professor in the Faculty of Education at the University of Manitoba. His research interests include mathematics education, teacher development, teacher education, and philosophical issues in education.

Elizabeth Murphy, Memorial University of Newfoundland Prince Philip Drive St. John's, Newfoundland A1B3X8

Elizabeth Murphy is a retired professor in the Faculty of Education at Memorial University of Newfoundland. She completed a Ph.D. in Educational technology from Universite Laval. She was the 2007-08 winner of the President's Award for Outstanding Research at Memorial.

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Published

2017-06-07

Issue

Vol. 23 No. 1 (2017): Spring 2017

Section

Articles

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