“I find that the course has surely supported me [in my teaching]”. The Relationship between Theory and Praxis in the Field

Abstract

Teacher education has developed rapidly over the recent decades. The structure of teacher education in Iceland has undergone frequent changes and it is therefore relevant to look more closely at how and why some of these changes have been implemented. In structuring teacher education it is important to account for the fact that teachers’ professionalism is based on both professional and personal aspects. Teacher education must, therefore, include subject studies, general pedagogy as well as pedagogical content knowledge and field studies. In that way it is possible to help student teachers connect theory and practice, and use that foundation to create opportunities for successful professional development. In the school year 2019–2020, student teachers were for the first time offered a whole-year field study, in the form of a paid internship, as part of a teacher education program at the University of Iceland, School of Education. This field work is part of the whole-year course Teaching and Learning – Becoming a Professional I and II, a total of 35 credits (ECTs), of which the field study accounts for 24 credits. This course is placed in the final year at master’s level, replacing two master’s courses: Teaching and Learning – Becoming a Professional (25 credits) and Subject Teaching (10 credits). The central aim of the course is to strengthen the connection between theory in the teacher education program and praxis in the field. Campus-based teaching takes place weekly, where the diverse aspects of teaching and pedagogy are introduced and discussed in small groups. The student teachers then explore these aspects in the field, test them in their own teaching and discuss the various issues and incidents that might occur with their mentor teacher. Alongside this process, the student teachers have to reflect critically on their practice and keep a journal in which they record their experiences during the course of the year. Through formative assessment the student teachers become increasingly able to critically reflect on their teaching and the learning of their students. This paper will examine the precursors, goals, structure, and basic ideas that support the development of the course, right from the inception of its predecessor in 2013. Moreover, the paper will discuss findings from a study that focused on the student teachers’ experiences of the new course during the school year 2019–2020. The aim of the study was to analyze the ways in which the content and structure of the course benefited the student teachers in their field practice. The study collected data from interviews conducted with eight student teachers, as well as written course material. The findings from the interviews indicate that the student teachers were generally content with the course. The students claimed that the course had supported them in their teaching, and noted that the small group seminars, where they discussed the course topics and their own teaching, had proven specifically useful. Furthermore, the students underlined the importance of practicing regular and purposeful critical reflection on their own work, and stated that the practice facilitated their professional development and the shaping of their personal professional theory. The structure and topics of the course were considered useful for building a stronger foundation for a learning community, both in the teacher education program and in the field. The findings also show that the organization of the course has been a complicated process involving the coordination of several agents. This process has produced a number of hindrances over the course of the first year, which calls for solutions and improvements. It is important to learn from one’s experience and to utilize that experience to further develop the teacher education program for everyone involved; that is, the student teachers, the field schools and the institution of teacher education.