Promoting practical wisdom in teacher education: a qualitative descriptive study

References

• Ahonen, E., K. Pyhältö, J. Pietarinen, and T. Soini. 2014. “Teachers’ Professional Beliefs about Their Roles and the Pupils’ Roles in the School.” Teacher Development 18 (2): 177–197. doi:10.1080/13664530.2014.900818.
   Google Scholar
• Allen, J. M., and S. E. Wright. 2014. “Integrating Theory and Practice in the Pre-Service Teacher Education Practicum.” Teachers and Teaching: Theory and Practice 20 (2): 136–151. doi:10.1080/13540602.2013.848568.
   Web of Science ®Google Scholar
• Andrew, Y. 2015. “What We Feel and How We Do: Emotional Capital in Early Childhood Work.” Early Years 35 (4): 351–365. doi:10.1080/09575146.2015.1077206.
   Web of Science ®Google Scholar
• Anspal, T., Ä. Leijen, and E. Löfström. 2019. “Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula.” Scandinavian Journal of Educational Research 63 (5): 679–695. doi:10.1080/00313831.2017.1420688.
   Web of Science ®Google Scholar
• Beck, C., and C. Kosnik. 2002. “Components of a Good Practicum Placement: Student Teacher Perceptions.” Teacher Education Quarterly 29 (2): 81–98.
   Google Scholar
• Bradbury, L., and T. R. Koballa. 2008. “Borders to Cross: Identifying Sources of Tension in Mentor–intern Relationships.” Teaching and Teacher Education 24 (8): 2132–2145. doi:10.1016/j.tate.2008.03.002.
   Web of Science ®Google Scholar
• Bradshaw, C., S. Atkinson, and O. Doody. 2017. “Employing a Qualitative Description Approach in Health Care Research.” Global Qualitative Nursing Research 4: 1–8. doi:10.1177/2333393617742282.
   Web of Science ®Google Scholar
• Caires, S., L. Almeida, and D. Vieira. 2012. “Becoming a Teacher: Student Teachers’ Experiences and Perceptions about Teaching Practice.” European Journal of Teacher Education 35 (2): 163–178. doi:10.1080/02619768.2011.643395.
   Web of Science ®Google Scholar
• Cornett, J. W. 1990. “Utilizing Action Research in a Graduate Curriculum Course.” Theory Into Practice 29: 185–195. doi:10.1080/00405849009543453.
   Google Scholar
• Darling-Hammond, L. 2017. “Teacher Education around the World: What Can We Learn from International Practice?” European Journal of Teacher Education 40 (3): 291–309. doi:10.1080/02619768.2017.1315399.
   Web of Science ®Google Scholar
• Dicke, T., J. Elling, A. Schmeck, and D. Leuther. 2015. “Reducing Reality Shock: The Effects of Classroom Management Skills Training on Beginning Teachers.” Teaching and Teacher Education 48: 1–12. doi:10.1016/j.tate.2015.01.013.
   Web of Science ®Google Scholar
• Dolk, M. 1997. Onmiddellijk onderwijsgedrag: Over denken en handelen van leraren in onmiddellijke onderwijssituaties [Immediate teaching: About thinking and acting of teachers in immediate teaching situations]. Utrecht: WCC.
   Google Scholar
• Dreer, B. 2020. “Towards a Better Understanding of Psychological Needs of Student Teachers during Field Experiences.” European Journal of Teacher Education 43 (5): 676–694. doi:10.1080/02619768.2020.1744557.
   Web of Science ®Google Scholar
• Eisner, E. W. 2002. “From Episteme to Phronesis to Artisrty in the Study and Improvement of Teaching.” Teaching and Teacher Education 18: 375–385. doi:10.1016/S0742-051X(02)00004-5.
   Web of Science ®Google Scholar
• Eksi, G. Y., and M. N. Gungor. 2018. “Exploring the Use of Narratives to Understand Pre-service Teachers’ Practicum Experiences from a Sociocultural Perspective.” The Australian Journal of Teacher Education 43 (4): 159–174. doi:10.14221/ajte.2018v43n4.9.
   Web of Science ®Google Scholar
• Elo, S., and H. Kyngäs. 2007. “The Qualitative Content Analysis Process.” Journal of Advanced Nursing 62 (1): 107–115. doi:10.1111/j.1365-2648.2007.04569.x.
   Web of Science ®Google Scholar
• Fairbanks, C. M., G. G. Duffy, B. S. Faircloth, Y. He, B. Levin, J. Rohr, and C. Stein. 2010. “Beyond Knowledge: Exploring Why Some Teachers are More Thoughtfully Adaptive than Others.” Journal of Teacher Education 61 (1–2): 161–171. doi:10.1177%2F0022487109347874.
   Web of Science ®Google Scholar
• Fang, Z. 1996. “A Review of Research on Teacher Beliefs and Practices.” Educational Research 38 (1): 47–65. doi:10.1080/0013188960380104.
   Web of Science ®Google Scholar
• Furman, C. 2015. “Learning to Teach: Developing Practical Wisdom with Reflective Teacher Narratives.” Philosophy of Education 2015: 139–148.
   Google Scholar
• Furman, C. 2018. “Descriptive Inquiry: Cultivating Practical Wisdom with Teachers.” Teachers and Teaching: Theory and Practice 24 (5): 559–570. doi:10.1080/13540602.2018.1452727.
   Web of Science ®Google Scholar
• Goodfellow, J. 2003. “Practical Wisdom in Professional Practice: The Person in the Process.” Contemporary Issues in Early Childhood 4 (1): 48–63. doi:10.2304%2Fciec.2003.4.1.6.
   Google Scholar
• Graham, B. 2006. “Conditions for Successful Field Experiences: Perceptions of Cooperating Teachers.” Teacher and Teacher Education 22: 1118–1129. doi:10.1016/j.tate.2006.07.007.
   Web of Science ®Google Scholar
• Halverson, R. 2004. “Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice.” American Journal of Education 111: 90–121. doi:10.1086/424721.
   Web of Science ®Google Scholar
• Hargreaves, A. 2010. “Presentism, Individualism, and Conservatism: The Legacy of Dan Lortie’s Schoolteacher: A Sociological Study.” Curriculum Inquiry 40 (1): 142–154. doi:10.1111/j.1467-873X.2009.00472.x.
   Web of Science ®Google Scholar
• Hascher, T., Y. Cocard, and P. Moser. 2004. “Forget about Theory—Practice Is All? Student Teachers’ Learning in Practicum.” Teachers and Teaching 10 (6): 623–637. doi:10.1080/1354060042000304800.
   Google Scholar
• He, Y., and B. B. Levin. 2008. “Match or Mismatch: How Congruent are the Beliefs of Teacher Candidate, Teacher Educators, and Cooperating Teachers?” Teacher Education Quarterly 35 (4): 37–55.
   Google Scholar
• Hennissen, P., H. Beckers, and G. Moerkerke. 2017. “Linking Practice to Theory in Teacher Education: A Growth in Cognitive Structures.” Teaching and Teacher Education 63: 314–325. doi:10.1016/j.tate.2017.01.008.
   Web of Science ®Google Scholar
• Hong, J., B. Greene, and J. Lowery. 2017. “Multiple Dimensions of Teacher Identity Development from Pre-Service to Early Years of Teaching: A Longitudinal Study.” Journal of Education for Teaching 43 (1): 84–98. doi:10.1080/02607476.2017.1251111.
   Web of Science ®Google Scholar
• Husu, J., A. Toom, and S. Patrikainen. 2008. “Guided Reflection as a Means to Demonstrate and Develop Student Teachers’ Reflective Competencies.” Reflective Practice 9 (1): 37–51. doi:10.1080/14623940701816642.
   Google Scholar
• Ibrahim, A. S. 2013. “Approaches to Supervision of Student Teachers in One UAE Teacher Education Program.” Teaching and Teacher Education 34: 38–45. doi:10.1016/j.tate.2013.04.002.
   Web of Science ®Google Scholar
• Izadinia, M. 2016. “Student Teachers’ and Mentor Teachers’ Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?” Professional Development in Education 42 (3): 387–402. doi:10.1080/19415257.2014.994136.
   Web of Science ®Google Scholar
• Jokikokko, K. 2016. “Reframing Teachers’ Intercultural Learning as an Emotional Process.” Intercultural Education 27 (3): 217–230. doi:10.1080/14675986.2016.1150648.
   Web of Science ®Google Scholar
• Knezic, D., P. Meijer, A. Toom, Ä. Leijen, J. Mena, and J. Husu. 2019. “Student Teachers’ Self-dialogues, Peer Dialogues, and Supervisory Dialogues in Placement Learning.” European Journal of Teacher Education 42 (5): 539–556. doi:10.1080/02619768.2019.1652901.
   Web of Science ®Google Scholar
• Korthagen, F. 2017. “Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0.” Teachers and Teaching: Theory and Practice 23 (4): 387–405. doi:10.1080/13540602.2016.1211523.
   Web of Science ®Google Scholar
• Korthagen, F. A., J. Kessels, J. Koster, B. Lagerwerf, and T. Wubbels. 2001. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Krokfors, L., H. Kynäslahti, K. Stenberg, A. Toom, K. Maaranen, R. Jyrhämä, R. Byman., and P. Kansanen. 2011. “Investigating Finnish Teacher Educators’ Views of Research-Based Teacher Education.” Teaching Education 22: 1–13. doi:10.1080/10476210.2010.542559.
   Google Scholar
• Kyriacou, C., and P. Stephens. 1999. “Student Teachers’ Concerns During Teaching Practice.” Evaluation & Research in Education 13 (1): 18–31. doi:10.1080/09500799908666943.
   Google Scholar
• LaBoskey, V. K., and A. E. Richert. 2002. “Identifying Good Student Teaching Placements: A Pro-Grammatic Perspective.” Teacher Education Quarterly 29 (2): 7–34.
   Google Scholar
• Levin, B. B., Y. He, and M. H. Allen. 2013. “Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers’ Personal Practical Theories.” The Teacher Educator 48 (3): 201–217. doi:10.1080/08878730.2013.796029.
   Google Scholar
• Löfström, E., and K. Poom-Valickis, K. 2013. Beliefs About Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs. Teaching and Teacher Education 35: 104 – 113. doi: 10.1016/j.tate.2013.06.004
   Google Scholar
• Lunenberg, M., and F. Korthagen. 2009. “Experience, Theory, and Practical Wisdom in Teaching and Teacher Education.” Teachers and Teaching: Theory and Practice 15 (2): 225–240. doi:10.1080/13540600902875316.
   Web of Science ®Google Scholar
• Männikkö, I., and J. Husu. 2019. “Examining Teachers’ Adaptive Expertise through Personal Practical Theories.” Teaching and Teacher Education 77: 126–137. doi:10.1016/j.tate.2018.09.016.
   Web of Science ®Google Scholar
• Mau, R. Y. 1997. “Concerns of Student Teachers: Implications for Improving the Practicum.” Asia-Pacific Journal of Teacher Education 25 (1): 53–65. doi:10.1080/1359866970250105.
   Google Scholar
• Melville, W., T. Campbell, X. Fazio, and A. Bartley. 2012. “The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry.” Journal of Science Education and Technology 21 (6): 835–850. doi:10.1007/s10956-012-9370-3.
   Web of Science ®Google Scholar
• Merriam, S. B. 1998. Qualitative Research and Case Study Applications in Education. SanFrancisco: Jossey-Bass.
   Google Scholar
• Nespor, J. 1987. “The Role of Beliefs in the Practice of Teaching.” Journal of Curriculum Studies 19 (4): 317–328. doi:10.1080/0022027870190403.
   Web of Science ®Google Scholar
• Niemi, H. 2015. “Teacher Professional Development in Finland: Towards a More Holistic Approach.” Psycology, Society & Education 7 (3): 279–294.
   Google Scholar
• Orland-Barak, L., and H. Yinon. 2007. “When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on Their Own Classroom Discourse.” Teaching and Teacher Education 23: 957–969. doi:10.1016/j.tate.2006.06.005.
   Web of Science ®Google Scholar
• Phelan, A. M. 2005. “A Fall from (Someone Else’s) Certainty: Recovering Practical Wisdom in Teacher Education.” Canadian Journal of Education 28 (3): 339–358. doi:10.2307/4126474.
   Google Scholar
• Pillen, M., D. Beijaard, and P. den Brok. 2013. “Tensions in Beginning Teachers’ Professional Identity Development, Accompayinig Feelings and Coping Strategies.” European Journal of Teacher Education 36 (3): 240–260. doi:10.1080/02619768.2012.696192.
   Web of Science ®Google Scholar
• Poom-Valickis, K., and E. Löfström. 2018. “Pupils Should Have Respect for You, although I Have No Idea How to Achieve This?” the Ideals and Experiences Shaping a Teacher’s Professional Identity.” Educational Studies 45 (2): 145–162. doi:10.1080/03055698.2018.1446323.
   Web of Science ®Google Scholar
• Poulou, M. 2007a. “Student‐Teachers’ Concerns about Teaching Practice.” European Journal of Teacher Education 30 (1): 91–110. doi:10.1080/02619760600944993.
   Google Scholar
• Poulou, M. 2007b. “Personal Teaching Efficacy and Its Sources: Student Teachers’ Perceptions.” Educational Psychology 27 (2): 191–218. doi:10.1080/01443410601066693.
   Web of Science ®Google Scholar
• Rasmussen, J., and A. Rash-Christensen. 2015. “How to Improve the Relationship between Theory and Practice in Teacher Education.” Educational Research for Policy and Practice 14 (13): 213–230. doi:10.1007/s10671-015-9180-5.
   Google Scholar
• Richardson, V. 1996. “The Role of Attitudes and Beliefs in Learning to Teach.” In Handbook of Research on Teacher Education, edited by J. Sikula, 102–119. New York: MacMillan.
   Google Scholar
• Sahlberg, P. 2011. Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press.
   Google Scholar
• Sandvik, L. V., T. Solhaug, E. Lejonberg, E. Elstad, and K.-A. Christophersen. 2019. “Predictions of School Mentors’ Effort in Teacher Education Programmes.” European Journal of Teacher Education 42 (5): 574–590. doi:10.1080/02619768.2019.1652902.
   Web of Science ®Google Scholar
• Schwartz, B., and K. Sharpe. 2010. Practical Wisdom. The Right Way to Do the Right Thing. New York: Penguin Group.
   Google Scholar
• Shulman, L. S. 2007. “Practical Wisdom in the Service of Professional Practice.” Educational Researcher 26 (9): 560–563. doi:10.3102%2F0013189X07313150.
   Google Scholar
• Silverman, D. 1997. Qualitative Research Theory. Method and Practice. London: Sage.
   Google Scholar
• Smagorinsky, P., L. Cook, and T. Johnson. 2003. “The Twisting Path of Concept Development in Learning to Teach.” The Teachers College Record 105 (8): 1399–1436. doi:10.1111/tcre.2003.105.issue-8.
   Web of Science ®Google Scholar
• Smith, K., and L. Levi-Ari. 2005. “The Place of the Practicum in Pre‐Service Teacher Education: The Voice of the Students.” Asia-Pacific Journal of Teacher Education 33 (3): 289–302. doi:10.1080/13598660500286333.
   Google Scholar
• Stenberg, K. 2010. “Identity work as a tool for promoting the professional development of student teachers.” Reflective Practice 11 (3): 331–346. doi:10.1080/14623943.2010.490698.
   Google Scholar
• Stenberg, K., L. Karlsson, H. Pitkaniemi, and K. Maaranen. 2014. “Beginning student teachers’ teacher identities based on their practical theories.” European Journal of Teacher Education 37 (2): 204–219. doi:10.1080/02619768.2014.882309.
   Web of Science ®Google Scholar
• Stenberg, K., and K. Maaranen. 2020. “The differences between beginning and advanced student teachers’ teacher identities based on their practical theories.” Education Inquiry 11 (3): 196–210. doi:10.1080/20004508.2020.1716541.
   Google Scholar
• Tiainen, O., R.-L. Korkeamäki, and M. J. Dreher. 2016. “Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers.” Scandinavian Journal of Educational Research 62 (4): 586–600. doi:10.1080/00313831.2016.1258673.
   Web of Science ®Google Scholar
• Tilson, J., S. Sandretto, and K. Pratt. 2017. “Connecting Theory to Practice: Using Preservice Teachers’ Beliefs, Theories and Video-recorded Teaching to Prompt a Cycle of Praxis.” Teaching and Teacher Education 67 (1): 454–463. doi:10.1016/j.tate.2017.07.012.
   Web of Science ®Google Scholar
• Tirri, K. 2014. “The Last 40 Years in Finnish Teacher Education.” Journal of Education for Teaching 40 (5): 600–609. doi:10.1080/02607476.2014.956.
   Web of Science ®Google Scholar
• Toom, A., J. Husu, and S. Patrikainen. 2015. “Student Teachers’ Patterns of Reflection in the Context of Teaching Practice.” European Journal of Teacher Education 28 (3): 320–340. doi:10.1080/02619768.2014.943731.
   Web of Science ®Google Scholar
• Ulvik, M., I. Helleve, and K. Smith. 2018. “What and How Student Teachers Learn during Their Practicum as a Foundation for Further Professional Development.” Professional Development in Education 44 (5): 638–649. doi:10.1080/19415257.2017.1388271.
   Web of Science ®Google Scholar
• Ulvik, M., and K. Smith. 2011. “What Characterises a Good Practicum in Teacher Education?” Education Inquiry 2 (3): 517–536. doi:10.3402/edui.v2i3.21997.
   Google Scholar
• Zheng, H. 2013. “Teachers’ Beliefs and Practices: A Dynamic and Complex Relationship.” Asia-Pacific Journal of Teacher Education 41 (3): 331–323. doi:10.1080/1359866X.2013.809051.
   Web of Science ®Google Scholar