Forget about theory—practice is all? Student teachers' learning in practicum

By Tina Hascher *, Yves Cocard, Peter Moser. 2004

252 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/908f7b6abe116ca1028e1260fd42b9f0b713de0a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Annie Y. N. Cheng
2. S. Tang
3. M. Cheng

In Education

1. Chunmei Yan
2. Angi Malderez
3. P. Tomlinson
4. Annie Y. N. Cheng
5. S. Tang
6. A. Hobson
7. M. Cheng
8. Chuanjun He

Citations in the corpus

• Competencies for fresh graduates’ success at work: Perspectives of employers (2018, unknown): “These experiences may be described as ‘practicum’, ‘gap-year’, ‘internship’, ‘cooperative educational experience’ or ‘work-integrated learning’ (Hascher et al., 2004; Knouse and Fontenot, 2008; Martin et al., 2012).”
• Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers' perceptions (2010, background): “It is their first hands-on experience with their pedagogical skills and ‘it is the best way to acquire professional knowledge and competences as a teacher’ (Hascher, Cocard, and Moser 2004, 626).”
• Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “There is a gap between theoretical and practical knowledge as soon as student teachers enter the real classroom setting (Hascher et al. 2004).”
• Student teachers’ experiences of initial teacher preparation in England: core themes and variation (2008, unknown): “1999 ; Hayes 2003 ; Hascher, Cocard, and Moser 2004 ; Younger et al.”
• Mentoring beginning teachers: What we know and what we don't (2009, background): “…development) programmes of which mentoring is a part (Evans & Abbott, 1997); and where such programmes are coherent and not characterised by ‘fragmentation’ (Goodlad, 1990) between different (e.g. school-based and university-based) contributors (Hascher et al., 2004; Hobson et al., 2008).”