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Your selection:. Please check your email once you paid, in order to see which payments description you can expect on your statement. We understand professional practice knowledge as a combination of declarative, procedural and conditional knowledge. We would like to emphasise that professional practice knowledge is the knowledge that professionals put into practice.

That is why preservice teachers are required to demonstrate their knowledge in a small thesis or in other kinds of academic reports. A dominant idea in teacher education is that if preservice teachers learn how to reflect about certain situations or phenomena, they will be better prepared to deal with them should they occur.

From such a perspective, educational situations and phenomena are often de-contextualised and treated as generalised and propositional knowledge.

Theories are abstracted from practice. Lave and Wenger discuss the learning processes that take place in a community of practice. Schatzki is often referred to as a practice theorist. Carr and Kemmis argue that practical reasoning is a constructive way to research professional practice. They say that the profession of an educator is practical and that research is practical. Carr offers arguments for a practical philosophy - a way of thinking and acting that is distinct from the mode of modernity and from theories influenced by post- modernity.

From his perspective, practical reasoning is an alternative to educational theory as it is conceived in mainstream research. Educational theory is not an external or context-free phenomenon.

Generally, theories and concepts are parts of epistemologies that are historically and culturally rooted. This perspective is challenging to anyone writing a book about practice in teacher education. The EU approach is based on the idea that a national educational system should serve the aims of national and international market economies.

From this perspective education is instrumental. It is an instrument to improve the ability of an individual and a nation to compete internationally for positions, resources and higher growth and employment rates Liedman, For many reasons there is a public and international debate about what is best practice in education and how best practice could be nurtured. Both perspectives are relevant here. Reflection also includes the process of forming concepts and theories related to authentic cases and experiences.

A crucial question in this perspective is: What characterises the practice architectures that may promote reflections that could make a difference, not only in terms of practical-technical skills, but also in terms of values, norms and a critical- emancipatory disposition?

However, in our view, theory is not necessarily something categorically different from practice. Korthagen regards theory and practice as an integrated whole. Emancipatory action research provides an approach through which the development of a theoretical and research base for professional practice can be accomplished pp. The perspective outlined here is not just a matter of identifying key concepts.

It is a perspective that challenges the way teacher education is generally organised, especially regarding practicum. In some of the projects referred to in this book, local school leaders and teachers serve as teacher educators. Preservice teachers participate in local development projects nurtured by a community of inquirers. As authors of this book we aim to contribute to a better understanding of professional practice knowledge and practicum.

We will try to analyse some of the ideas, models and actors that shape teacher education. Different models are applied depending on different national, regional and local contexts.

Different resources are allocated in terms of persons, time, equipment and economy. Curricula differ and the procedures for assessing professional practice knowledge differ.

Often these decisions are taken by university based teacher educators. Practicum is generally part of a particular educational system and should be discussed in relation to that specific system. Practicum may be integrated into teacher education to greater or lesser extent. Even if they overlap, different models can be identified. They emphasise different ideas, aspects and qualities. These models are supported in the literature and they are relevant within the contexts of the research projects reported in this volume.

In short, they could be described as follows. From a historical perspective this has been the way to introduce a novice preservice teacher into the profession. A novice learns the profession from somebody who masters the profession. The master and his colleagues are expected to know the practice knowledge that is worth knowing and developing. They know the tradition. In this model the university or teacher training institute has established a University Teacher Training School for practicum learning.

The idea is that preservice teachers should be offered practicum learning in a good educational environment by excellent professional teachers. The local schools offer opportunities for practicum learning. They are expected to offer a good educational environment. The idea is that preservice teachers during practicum should bring new ideas and methods to schools and teachers in need of improving their pedagogical standard.

Local authorities may be in charge of certain educational arrangements, for example introducing preservice teacher to the field of practice. The university may be in charge of certain aspects, for example assessment of practicum learning. This model is based on the idea that preservice teachers should learn from a variety of schools and teachers that may differ a lot in quality.

The idea is that preservice teachers, in an educational practice inspired by the practical wisdom of medicine, should encounter a large number of authentic cases in order to learn how to identify resemblances and distinctive traits.

They should learn how to analyse and interpret cases in the light of research, theory and experience. Different and more varied ways of reporting and examining are encouraged. Preservice teachers are socialised into a culture of inquiry. They are offered opportunities to participate in different practices. Preservice teachers are provided with experiences, competencies and the confidence that is likely to make a difference in their prospective professional practice.

This model is based on agreements between universities and communities about how to collaborate in order to improve relevant research as well as school development. These models may be combined in different ways. It is important to note that they are models for certain ways of organising practicum learning, not necessarily models of how practicum is in fact organised. Otherwise the models might serve mainly as rhetoric. Even though the models are described only briefly here, they indicate that teacher education and practicum could be organised and structured in certain ways to promote practicum learning.

However, it seems that practicum is often left to chance and that there is a need for improved models, principles and practices to ensure that preservice teacher learning during practicum is supported. My recent research indicates that practicum learning is currently often left to chance and many learning opportunities are wasted.

It seems evident that the practicum is often a time of tension, frustration, misinformation, confrontation, acquiescence and poor communication Rorrison, , p.

Rorrison emphasises that many learning opportunities are wasted. Research about practicum is often neglected. One reason for this state of affairs might be a historically rooted disregard among universities for practice knowledge and a historically rooted disregard among many school teachers for knowledge based on research.

Whatever practicum model is applied, we think that teacher education institutions should allocate proper time, economy, personal and material resources for practicum. Research about professional practice should be encouraged. In general, the university tradition maintains that educational activities should, to a greater extent, be based on research and that teacher education would be improved if occupied by an increased number of doctorate teachers.

The degree projects small thesis should primarily meet the agreed standards for academic reports. Priority should be given to knowledge that is based on mainstream research. The university tradition emphasises that a teacher should have thorough knowledge of his or her teaching subject, for example language, mathematics, biology. The idea is that if you know your subject very well, you will be a good teacher. From this perspective, the main object of schools is to teach the core subjects such as reading, writing and mathematics.

The state has a certain responsibility to guarantee equal quality of education all over the nation. That is why we can observe an increased interest in elaborated methods for assessment of student learning on all levels in the educational system.

The practice- tradition pays more attention to professional experiences and the context where these experiences are made. An important idea here is that the educational system should contribute to democratic, critical and participatory citizenship Liedman, Education should contribute to enlightenment in a broad sense.

So is the Aristotelian tradition, emphasising that education is a moral and political endeavour nurtured by the profession Kemmis, We note that several universities and researchers give priority to collaborative and action research. A URL that provides online access will be circulated to online-only registrants the week before Institute begins. Plenaries and post-plenary conversations will be recorded and made available to all attendees after the Institute.

Livestreaming of all liturgies will be available to the general public, but liturgies will not be recorded for later viewing. Accordingly, the Institute will include only three workshop sessions. In place of the fourth workshop, space will be provided for open conversation for topics suggested by the community. A survey will be circulated to registered attendees in early spring of inviting suggestions for conversation topics. Beginning in , free registration through the Peter J.

Perella Scholarship Fund has been expanded from first-time student attendees to include all full-time students regardless of year or degree program. Registration is limited to persons. All registrations received by April 15 will be acknowledged and confirmed. No new registrations will be accepted on the day the Institute opens unless we have not received registrations by that time. Those not pre-registered and confirmed are urged to phone ahead There is a reduced rate for additional registrations from a single congregation when a first registration at the regular rate is received; all such registrations must be made at the same time.

Discounted rates are also offered for those attending for the first time, all full-time students regardless of degree program, and retired persons.