Engaging Pre-service Teacher Candidates in Academic Coursework: Using a Practice to Theory Approach

Abstract

Though traditional teacher preparation programs teach educational theory and ask teacher candidates to put that theory into practice, a practice-to-theory (PtT) approach can more effectively engage preservice teachers. The rationale for such an approach is grounded in research of preservice teachers’ perceptions of their preparation programs, theories of situated learning and self-determination in adult learners, and similar innovative teacher preparation approaches. The author dissects two vignettes of successful PtT approaches at a microscale within the classroom, and shares tips for successfully integrating such an approach in preservice teachers’ coursework.