Bridging the Gap between Theory and Practice:

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منو

" Bridging the Gap between Theory and Practice: "
Coddington, Nicholas E. Baron, Christine

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1113954
Doc. No	:	TLpq2395755634
Main Entry	:	Baron, Christine
	:	Coddington, Nicholas E.
Title & Author	:	Bridging the Gap between Theory and Practice:\ Coddington, Nicholas E.Baron, Christine
College	:	Columbia University
Date	:	2020
student score	:	2020
Degree	:	Ph.D.
Page No	:	268
Abstract	:	Over the last 30 years, colleges of education across the nation and around the world have examined and deliberated how best to prepare pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Implementing an ex post facto sequential explanatory mixed methods research methodology, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.
Subject	:	Authentic teaching
	:	Curriculum improvement
	:	Mixed methods
	:	Museum education
	:	Pre-service teacher education
	:	Situated learning