Connecting Theory and Practice in Teacher Education: A Case Study.

AbstractTeachers have many problems transferring theoretical knowledge into practice. That's why teacher educa- tors seek ways for connecting theory and practice in their pre-service teacher education programs. This study describes the activities and the effects of these activities for connecting theory and practice, as well as the recommendations of major stakeholders concerning the activities in the Teaching and Learning Literacy II and Teaching and Learning Numeracy courses in the Elementary Teacher Education Program at the University of Washington, Seattle. 11 instructors, 6 cooperating teachers, and 60 teacher candidates provided the data for this study. The research techniques of the study included document analysis, unstructured interviews with the participants, observations in the partner schools, and surveys. The data was analyzed by administering con- tent analysis. The results of the study revealed that direct instruction by the instructors, observing an instruc- tor's teaching with real students, preparing lesson plans, rehearsing for specific teaching methods with small groups, self-assessment or group discussions during rehearsals, as well as doing assignments are all effective for connecting theory and practice. These activities provide teacher candidates with an understanding of the knowledge of teaching methods, how to conduct teaching methods in real classes, how to make some reflec- tions on their practice, and how to improve their teaching performance.KeywordsConnecting Theory and Practice, Methods Courses, Reflective Thinking, Teacher Education, Teacher Education Program.Universities are often criticized for implementing teacher education programs disconnected from any real practice (Beck & Kosnik, 2002; Fraser, 2007; Levine, 2011; Mu? alo? lu & Do? anca, 2009). In fact, teacher education programs that link theoretical courses to field experiences are more effective than those which don't do this (National Academy of Education, 2005). Some institutions attempt to emphasize practice in their teacher education programs (Levine, 2011; Dilit International House, 2013a, 2013b). For example, in Dilit (Divulgazione Lingua Italiana) Teacher Education Center, teacher candidates practice with real students in small groups and as such, experience how to solve problems in a real teaching and learning context (Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010). The practices of teacher candidates are video recorded and can be watched through a closed circuit television system (Lampert & Graziani, 2009). In the literature, there are few studies about methods courses and their effects on teacher education (Or., Abell & Bryan, 1997; Boyd et al., 2008; Hart, 2006; Steiner & Rozen, 2004). Abell and Bryan (1997) found that teacher candidates conceptualized their knowledge about teaching and learning science in methods courses which allowed them to engage in self-reflection and take a role as a science learner. Hart (2006) indicated that teacher candidates in teaching mathematics courses through the 'Engage-Explore-Explain' model were more descriptive, analytical and reflective with their teaching abilities.In the case of this study [University of Washington (UW), Seattle], methods courses are taught in partner schools rather than on the university campus. Teacher education programs at UW, Seattle yield teacher candidates who can connect theory and practice. The most distinctive point of the programs is that teacher candidates teach real students in real time during their methods courses (Zeichner & McDonald, 2011). The methods courses of the Elementary Teacher Education Program in state universities in Turkey are encoded as theoretical courses (Yukseko? retim Kurulu [Board of Higher Education], 2013). These courses are also not included in the University-School Cooperation Protocol (Milli E? itim Bakanl? [MEB], 2012). The study of Kilimci (2006) introduced that teaching methods like computer-assisted learning, individual learning, questioning, discussion, lecturing, problem solving and group studies should be applied to the Elementary Teacher Education Programs in Turkey. …