Preservice teachers’ perspectives about coherence in their teacher education program

Pauline Swee Choo Goh, Esther Canrinus, Kung Teck Wong

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, most published empirical research is based on data from western countries and focuses on a single feature of coherence (e.g., coherence between campus and internships). Our study examines a Malaysian teacher education university’s effort to increase program coherence, investigating 446 preservice teachers’ perceptions of various features of coherence. The preservice teachers represent six different specialist areas in the Bachelor of Education. Across these areas, the program was generally perceived as coherent. Observed differences between the areas, potentially stem from a dissonance among teacher educators about how to integrate theory and practice. Change efforts require time to implement and teacher educators discuss their beliefs about coherent teacher education to ensure coherent practices and to enable their preservice teachers to create a coherent understanding of teaching.
Original languageEnglish
JournalEducational studies
Publication statusE-pub ahead of print - 2019
Externally publishedYes

Fingerprint

teacher
education
educator
coherence
internship
bachelor
empirical research
classroom
university
Teaching

Keywords

  • teacher education
  • preservice teachers

Cite this

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title = "Preservice teachers’ perspectives about coherence in their teacher education program",
abstract = "While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, most published empirical research is based on data from western countries and focuses on a single feature of coherence (e.g., coherence between campus and internships). Our study examines a Malaysian teacher education university’s effort to increase program coherence, investigating 446 preservice teachers’ perceptions of various features of coherence. The preservice teachers represent six different specialist areas in the Bachelor of Education. Across these areas, the program was generally perceived as coherent. Observed differences between the areas, potentially stem from a dissonance among teacher educators about how to integrate theory and practice. Change efforts require time to implement and teacher educators discuss their beliefs about coherent teacher education to ensure coherent practices and to enable their preservice teachers to create a coherent understanding of teaching.",
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author = "Goh, {Pauline Swee Choo} and Esther Canrinus and Wong, {Kung Teck}",
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Preservice teachers’ perspectives about coherence in their teacher education program. / Goh, Pauline Swee Choo; Canrinus, Esther; Wong, Kung Teck .

In: Educational studies, 2019.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - Preservice teachers’ perspectives about coherence in their teacher education program

AU - Goh, Pauline Swee Choo

AU - Canrinus, Esther

AU - Wong, Kung Teck

PY - 2019

Y1 - 2019

N2 - While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, most published empirical research is based on data from western countries and focuses on a single feature of coherence (e.g., coherence between campus and internships). Our study examines a Malaysian teacher education university’s effort to increase program coherence, investigating 446 preservice teachers’ perceptions of various features of coherence. The preservice teachers represent six different specialist areas in the Bachelor of Education. Across these areas, the program was generally perceived as coherent. Observed differences between the areas, potentially stem from a dissonance among teacher educators about how to integrate theory and practice. Change efforts require time to implement and teacher educators discuss their beliefs about coherent teacher education to ensure coherent practices and to enable their preservice teachers to create a coherent understanding of teaching.

AB - While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, most published empirical research is based on data from western countries and focuses on a single feature of coherence (e.g., coherence between campus and internships). Our study examines a Malaysian teacher education university’s effort to increase program coherence, investigating 446 preservice teachers’ perceptions of various features of coherence. The preservice teachers represent six different specialist areas in the Bachelor of Education. Across these areas, the program was generally perceived as coherent. Observed differences between the areas, potentially stem from a dissonance among teacher educators about how to integrate theory and practice. Change efforts require time to implement and teacher educators discuss their beliefs about coherent teacher education to ensure coherent practices and to enable their preservice teachers to create a coherent understanding of teaching.

KW - teacher education

KW - preservice teachers

KW - onderwijs

M3 - Article

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SN - 0305-5698

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