[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594142-105":59,"doc-detail-594142-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bridging-theory-and-practice-within-an-alternative-teacher-education-program-study","Bridging Theory and Practice within an Alternative Teacher Education Program - study","","This qualitative phenomenological study investigates how an alternative teacher education program connects theory and practice, addressing a core challenge in teacher education. Data come from semi-structured interviews with seven faculty members and instructors, electronic surveys with seven program students, participant observation and field notes from seminars, plus program and community meetings and curriculum materials. Findings indicate a dialectical interplay shaped by program design and stakeholder roles, enabling Teachers’ Society to support collaborative learning where theory is extracted from lived experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-theory-and-practice-within-an-alternative-teacher-education-program-study/594142/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-theory-and-practice-within-an-alternative-teacher-education-program-study/594142.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus regarding teacher education?","Question",{"text":112,"@type":113},"The study examines how the alternative teacher education program links theory and practice, aiming to understand its contribution to bridging the two.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the qualitative phenomenological study?",{"text":117,"@type":113},"The study used semi-structured interviews with seven faculty and associate instructors, electronic surveys with seven program students, participant observation with field notes in seminars, program and community meetings, and curriculum materials.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study suggest about the program’s mechanisms?",{"text":121,"@type":113},"It suggests that program design and stakeholder roles and interactions create a dialectical interplay that supports collaborative learning and helps participants extract theory from experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594142,1792192571,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Bridging Theory and Practice within an Alternative Teacher Education  \nProgram  \nGulistan Gursel-Bilgin  \nBoğaziçi University, Istanbul  \nAbstract: This study examines the commitments ofan alternative  \nteacher education program in linking theory and practice, one of the  \nmost prominent problems of the field. This qualitative  \nphenomenological study drew from semi-structured interviews with  \nseven faculty members and associate instructors, electronic surveys  \nwith seven program students, participant observation and field notes  \nin seminar sessions, one programfaculty meeting, and one community  \nmeeting, and curriculum materials. The findings suggest that the  \ndesign of the program and the roles and (inter)actions of the  \nstakeholders within the program created a dialectical interplay.  \nLinked with this interplay, Teachers’ Society provided a setting for  \ncollaborative learning during which theory is extracted from  \nexperience.  \nKeywords: democratic teacher education, early practicum, collaborative learning, theorypractice relationship.  \nIntroduction  \nBridging the gap between theory and practice has long been a challenge in teacher education (Carter, 2023; Deng, 2004; Husebo, 2012; McGarr et al. 2017; Tilson, 2017) . Handling this relationship effectively is emphasized whenever improvement of teacher education is the concern. The related literature (e.g., Allen, 2009 ; Britzman, 2003; Clayton et al., 2014; Dewey, 1904; Loughran, 2006) provides numerous accounts of this critical relationship. Offering their unique way of approach to this tricky but vital relationship, alternative teacher education programs can provide insights regarding the complexities of the critical process of studentteaching as well as ideas about how to handle these challenges.  \nThis study sought to examine the theory-practice relationship within Teachers’ Society1, an alternative teacher education program at a state university in the Midwestern United States, in order to understand how this program contributed to the process of bridging theory and practice. In Teachers’ Society, the emphasis on pre-service teacher’s choice of mentors and the length of time they spend in their field experience is unique (Damico et al., 2019) . Unlike the traditional  \n1Pseudonyms are used for all individual and place names to protect confidentiality.  \nteacher education which supposes that students of teaching need to be prepared before being sent out to schools, Teachers’ Society provides an effective restructure of teacher education (Loughran, 2006 ; Russell, 2002) . The details and complexities of the processes pre-service teachers are engaged within the unique structure of the program can offer insights towards the longstanding challenge in teacher education. Two specific research questions guided the investigation: 1) What are the commitments ofthe Teachers’ Society program to bridge theory and practice in teacher education? 2) What main processes do pre-service teachers engage in the Teachers’ Society towards bridging theory and practice?  \nIn presenting Teachers’ Society’s commitments to link theory and practice and the processes pre-service teachers are engaged, this study is organized into three parts. Firstly, previous research is reviewed and the study’s conceptual framework is described. Secondly, the methodology and reconstructive analysis (Carspecken, 1996) are recounted to present descriptive and analytic findings focused on the way Teachers’ Society creates a setting for self-directed learning within a community through three fundamentals ofthe program, namely, the seminar, apprenticeship, and portfolio. Finally, the findings ofthe data are presented in light of the conceptual framework. The focus of the study throughout is on understanding the multiple dynamics of Teachers’ Society towards guiding pre-service teachers in their self-directed process of extracting theory by reflecting on their own and their peers’ experiences. In the following ","cbCaiisvw3US2hPR","https://ap.wps.com/l/cbCaiisvw3US2hPR","pdf",316228,24,"English","# Introduction\n## Context and Literature Review","[{\"question\":\"What is the study’s main focus regarding teacher education?\",\"answer\":\"The study examines how the alternative teacher education program links theory and practice, aiming to understand its contribution to bridging the two.\"},{\"question\":\"How was data collected for the qualitative phenomenological study?\",\"answer\":\"The study used semi-structured interviews with seven faculty and associate instructors, electronic surveys with seven program students, participant observation with field notes in seminars, program and community meetings, and curriculum materials.\"},{\"question\":\"What does the study suggest about the program’s mechanisms?\",\"answer\":\"It suggests that program design and stakeholder roles and interactions create a dialectical interplay that supports collaborative learning and helps participants extract theory from experience.\"}]","Bridging Theory and Practice within an Alternative Teacher Education Program - study | PDF",1792078610]