Defining practice: exploring the meaning of practice in the process of learning to teach

Steadman, Sarah (2018) Defining practice: exploring the meaning of practice in the process of learning to teach. Teacher Education Advancement Network Journal, 10 (1). pp. 3-9.

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Abstract

This paper explores the meaning of practice in relation to learning to teach. There are many different definitions of practice and it is intended that by reflecting on these teacher educators can come some way to defining what practice means for beginning teachers and in their programmes. Differing definitions of practice in relation to learning to teach are discussed, namely, practice as distinct from theory; practise as a verb; core and high leverage practices and practice as a social construct. Drawing on a range of published research from both the UK and the US, the paper seeks to make delineations between the differing definitions and draws a distinction between teacher training and teacher education. Finally, it is suggested that it is the transformative and inherently social definition of practice that is most helpful and productive for teacher educators, policy makers and beginning teachers in the development of resilient and adaptive teaching professionals.

Item Type:	Article
Journal / Publication Title:	Teacher Education Advancement Network Journal
Publisher:	Teacher Education Advancement Network (TEAN)
ISSN:	2054-5266
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Sarah Steadman, King’s College, London, UK.
Depositing User:	Anna Lupton
Date Deposited:	25 May 2018 14:24
Last Modified:	12 Jan 2024 19:02
URI:	https://insight.cumbria.ac.uk/id/eprint/3869

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