Design refinement tools for a teacher education curriculum: the example of a service learning course
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Date
2010
Authors
Petersen, Nadine
Henning, Elizabeth
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article addresses the issue of the theory-practice divide in pre-service teacher education from the
viewpoint of design-based research (DBR). Using the example of a course in service learning (SL),
the authors discuss their reflection on a curriculum that failed to help the students convert declarative
knowledge to procedures of pedagogy, or to internalise this knowledge to become part of their disposition
as teachers. The students’ theoretical work had remained in an epistemological apartheid zone where it
did not meet with practice in either- procedural, conditional-, or reflective knowledge-making The authors
then explore part of a curriculum revision model as proposed by Ruthven et al. (2009) who use DBR
principles for curriculum refinement, including some of their “intermediary framework” set of tools in a
revision that aimed to create an interface for theory and practice.
Description
Keywords
Theory-practice divide, Design-based research, Intermediary framework, Teacher education, Service learning
Citation
Petersen, N., & Henning, E. (2010). Design refinement tools for a teacher education curriculum: The example of a service learning course. Perspectives in Education, 28(4), 61-71.