Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority
The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational th...
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| Format: | Journal article |
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Taylor and Francis
2016
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