Australian Journal of Teacher Education
Abstract
International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of English and literacy in the early years (birth to eight years of age). This article reports on the study’s findings and offers propositions for future and ongoing research in this field.
Was this research funded?
Yes, research was funded
Recommended Citation
Pale, M., Ohi, S., & Kee, L. (2023). Towards Pre-service Teachers’ Theory-Praxis Nexus in Early Years English and Literacy Education: A Pilot Study. Australian Journal of Teacher Education, 48(1). https://doi.org/10.14221/1835-517X.5880
Included in
Elementary Education and Teaching Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons