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Theory and practice in the workshop: Using the gaps

Theory and practice in the workshop: Using the gaps The ways the relationship between theory and practice is understood and implemented in study programmes is a question that has been posed since antiquity, and that the Bologna process and the reform of the professional bachelor programme problem have intensified also in Denmark. Professional bachelor programmes have become increasingly abstract, and the individual educational institutions have been merged into university colleges [Undervisningsministeriet (2007). Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of Professional Bachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemological challenges we faced during a research project on the correlation between theory and practice and drop-out rates at four professional bachelor programmes in Denmark. Our point of departure was to view theory and practice as across time and place. But the contrasts among the four programmes made it clear to us that the various understandings of the relations between theory and practice that we observed had to be seen as mixed cultural practices undergoing a process of change. The concepts of theory and practice, the places, the academic content and teaching methods, and knowledge forms we observed were mutually interdependent, and fought for recognition as central to the way in which professional bachelor programmes were reproduced and transformed. In this article, we use the comprehensive transformation processes of professional bachelor programmes as reasons for reframing/restating questions regarding theory and practice in which theory and practice are viewed as cultural forms in education and professional practice. We suggest an actual didactics of theory–practice as part of professional bachelor programme practice for lecturers, students and supervisors. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nordic Psychology Taylor & Francis

Theory and practice in the workshop: Using the gaps

19 pages

Theory and practice in the workshop: Using the gaps

Abstract

The ways the relationship between theory and practice is understood and implemented in study programmes is a question that has been posed since antiquity, and that the Bologna process and the reform of the professional bachelor programme problem have intensified also in Denmark. Professional bachelor programmes have become increasingly abstract, and the individual educational institutions have been merged into university colleges [Undervisningsministeriet (2007). Bekendtgørelse om...
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Publisher
Taylor & Francis
Copyright
© 2015 The Editors of Nordic Psychology
ISSN
1904-0016
eISSN
1901-2276
DOI
10.1080/19012276.2015.1031959
Publisher site
See Article on Publisher Site

Abstract

The ways the relationship between theory and practice is understood and implemented in study programmes is a question that has been posed since antiquity, and that the Bologna process and the reform of the professional bachelor programme problem have intensified also in Denmark. Professional bachelor programmes have become increasingly abstract, and the individual educational institutions have been merged into university colleges [Undervisningsministeriet (2007). Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen. BEK nr 219 af 12/03/2007. Ministry of Education. Proclamation of Professional Bachelor Teacher Education Programme. Retrieved May 2014 from, https://www.retsinformation.dk/Forms/R0710.aspx?id=25302]. In this article, we reflect on the epistemological challenges we faced during a research project on the correlation between theory and practice and drop-out rates at four professional bachelor programmes in Denmark. Our point of departure was to view theory and practice as across time and place. But the contrasts among the four programmes made it clear to us that the various understandings of the relations between theory and practice that we observed had to be seen as mixed cultural practices undergoing a process of change. The concepts of theory and practice, the places, the academic content and teaching methods, and knowledge forms we observed were mutually interdependent, and fought for recognition as central to the way in which professional bachelor programmes were reproduced and transformed. In this article, we use the comprehensive transformation processes of professional bachelor programmes as reasons for reframing/restating questions regarding theory and practice in which theory and practice are viewed as cultural forms in education and professional practice. We suggest an actual didactics of theory–practice as part of professional bachelor programme practice for lecturers, students and supervisors.

Journal

Nordic PsychologyTaylor & Francis

Published: Apr 3, 2015

Keywords: concepts of theory and practice; professional bachelor programmes; forms of knowledge; topos and logos

References