Preservice teachers' perspectives about coherence in their teacher education program

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 featur...

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Bibliographic Details
Published in:Educational studies Vol. 46; no. 3; pp. 368 - 384
Main Authors: Goh, Pauline Swee Choo, Canrinus, Esther T., Wong, Kung Teck
Format: Journal Article
Language:English
Published: Dorchester-on-Thames Routledge 03.05.2020
Taylor & Francis Ltd
Subjects:
Classroom practice
Classrooms
Coherence
Education
Educational Change
Educational programs
Foreign Countries
Higher education
Internships
Preservice Teacher Education
Preservice Teachers
Preservice training
Program coherence
program coherence questionnaire
Program Descriptions
Questionnaires
Research methodology
Scores
Specialization
Student Attitudes
Student teachers
Teacher attitudes
Teacher education
Teacher Education Programs
Teacher Educators
Teachers
Teaching
Teaching Methods
Theory Practice Relationship
Malaysia
ISSN:0305-5698, 1465-3400
Online Access:Get full text
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Summary: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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ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2019.1584856