The preparation of teachers has unfortunately been characterised by a distinction between the theory and practice of educating. Historical antecedents such as the justifiable move away from teacher training approaches have resulted in a de-emphasis of practice. The preparation of teachers has become an academic study at the expense of teaching experience. Current models of teacher preparation are, as a result, discipline oriented rather than practice-referenced. It is argued in this paper that there are some difficulties in operationalising such models; in fact, it is argued that the rhetoric sustaining such models is not at all a portrayal of the reality of teacher education. An accurate model would show the inherent contradictions and conflicts within a program that pretends to be discipline-based. It would, moreover, clear the way for a model of teacher education that contains the reference to theoretical formulation of the more recent programs. This paper outlines such a model, calling it a praxis model of teacher education.
The Rhetoric and Reality of Teacher Education: Towards a Praxis Model.
Australian Journal of Teacher Education, 10(1).