Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(2)】June (Special Issue: Teacher Education: Reflection, Effect, and Prospect)

(Special Issue) Field-Based Experience: A Solution for the Theory-Practice Divide in Teacher Education? Author: Bih-Jen Fwu(Center for Teacher Education, National Taiwan University), Yuan-Her Robin Hwang(Graduate Institute of Curriculum and Instruction, MingDao University)

Vol.&No.:Vol. 61, No. 2
Date:June 2016
Pages:57-84
DOI:10.6209/JORIES.2016.61(2).03

Abstract:

The theory-practice divide has been a long-standing concern in the field of teacher education. This concern has not been addressed in Taiwan since the promulgation of the Teacher Education Act in 1995. An international comparison study reported that the degree of the theory-practice divide in Taiwanese teacher education was the largest of the 15 participating countries. To narrow the divide and enhance student teachers’ practical abilities, the Taiwanese Ministry of Education has recently launched a policy of promoting field-based experience. The present paper argues that the theory-practice divide originated from the transplantation of Western theories and the teacher-training model of technical rationality. If field-based experience cannot address these causes, it is not a solution for bridging the theory-practice divide. This paper proposes establishing Confucian-culture-inclusive theory and implementing more realistic teacher education practices to narrow the divide between theory and practice. These actions are proposed to promote discussion about the solutions to this long-standing problem.

Keywords:teacher education, realistic teacher education, theory and practice, field-based experience

《Full Text》 檔名

References:
  1. 余安邦、楊國樞(1991)。成就動機本土化的省思。載於楊中芳、高尚仁(主編),中國人‧中國心─人格與社會篇(pp. 201-290)。臺北市:遠流。【Yu, A.-B., & Yang, K.-S. (1991). Reflections on indigenizing achievement motivation in a Chinese cultural context. In C. F. Yang & H. S.-R. Kao (Eds.), Chinese people‧Chinese heart—Personality and society (pp. 201-290). Taipei, Taiwan: Yuan-Liou.】
  2. 張祐維、張盛硯、林詣翔(2013)。物理迷思:什麼?原來「光」會轉彎?!臺大教育實習輔導通訊,66,5-6。【Chang, Y.-W., Chang, S.-Y., & Lin, Y.-S. (2013). The misconception in physics: What? Can light make a refraction?! Newsletter of NTU’s Center for Teacher Education, 66, 5-6.】
  3. 教育部(2012)。中華民國師資培育白皮書。臺北市:作者。【Ministry of Education. (2012). White paper for teacher education of R.O.C. Taipei, Taiwan: Author.】
  4. 教育部(2013)。師資職前教育課程教育專業課程科目及學分對照表實施要點。取自http://edu. law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=%E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1【Ministry of Education. (2013). The regulations of professional courses and credits for pre-service teacher education. Retrieved from http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=% E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1】
  5. 陳舜文、魏嘉瑩(2013)。大學生學習動機之「雙因素模式」:學業認同與角色認同之功能。中華心理學刊,55(1),41-55。doi:10.6129/CJP.20120717【Chen, S.-W., & Wei, C.-Y. (2013). A two-factor model of learning motivation for Chinese undergraduates: On the function of academic identity and role identity. Chinese Journal of Psychology, 55(1), 41-55. doi:10.6129/ CJP.20120717】
» More
APA FormatFwu, B.-J. & Hwang, Y.-H. R. (2016). Field-Based Experience: A Solution for the Theory-Practice Divide in Teacher Education?. Journal of Research in Education Sciences, 61(2), 57-84. doi:10.6209/JORIES.2016.61(2).03