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Linking Theory and Practice: Changing the Pedagogy of Teacher Education

The IVLOS Institute of Education, Utrecht University and the University of Amsterdam. His address is P.O. Box 80127, 3508 TC Utrecht, The Netherlands; fax: +31 30 253 2741; e-mail: F.Korthagen{at}IVLOS.UU.NL. He specializes in teachers' professional development, reflective teaching, teacher cognition, and the education of teacher educators

Jos P. A. M. Kessels, associate professor of philosophy and education

The IVLOS Institute of Education at Utrecht University. His areas of specialization are the integration of theory and practice in education and the use of the Socratic Method

The pressure towards more school-based teacher education programs, visible in many countries, creates a need to rethink the relationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions underlying these new approaches have not provided a sound basis for further development. Two related theoretical bases are presented for a new paradigm in teacher education. The first uses the concepts of episteme and phronesis to introduce a new way of framing relevant knowledge. The second is a more holistic way of describing the relationship between teacher cognition and teacher behavior, leading to a model of three levels in learning about teaching, the Gestalt level, the schema level and the theory level, which are illustrated by interview data. Building on these two theoretical, frameworks, a so-called "realistic approach" to teacher education is introduced. The teacher educator's role within this approach is analyzed as well as organizational consequences. First evaluative results are presented.

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