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We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents ofthe UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP) respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming.  \nCet article se concentre sur l’écart qui existe entre l’université en tant que lieu de formation des enseignants et la profession d’enseignant en exercice. Nous avons employé une méthodologie d’enquête théorique basée sur une seule étude de cas qui comprenait des questions sur l’écart entre université et profession, l’analyse des composantes de cet écart et le développement d’un système de langue pour représenter nos résultats concernant l’écart entre université et profession. Les questions qui ont guidé notre examen étaient lessuivantes : Comment conceptualisons-nous cet écart? Comment ces concepts sont-ils représentés dans les publications? Comment un programme de formation des enseignants peut-il répondre à cet écart? L’enquête théorique a été menée sur une seule étude de cas d’un programme de formation des enseignants afind’explorer le gouffre qui existe entre ces deux domaines d’une manière limitée et ciblée. Notre enquête apermis d’identifier trois concepts clés : la concurrence entre les cultures, la concurrence entre les attentes et la dichotomie entre théorie et pratique. Suite à l’analyse de ces concepts et aux réponses obtenues aux questions qui étaient à l’origine de cette enquête dès le départ, nous pouvons affirmer que ces concepts contribuen","cbCaiq6Z7Eindagh","https://ap.wps.com/l/cbCaiq6Z7Eindagh","pdf",405405,"English","# Abstract\n## Research focus and method\n## Guiding questions and UPD concepts\n## Findings, implications, causes, and recommendations\n## Reconceptualization of the divide","[{\"question\":\"What is the university-profession divide (UPD) examined in this paper?\",\"answer\":\"The paper examines the divide between the university as a site of teacher education and the profession of practicing teachers. It treats this relationship as the UPD and studies how it shows up in program and daily practice.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The authors used a theoretical inquiry methodology focused on a singular case study of a teacher education program. They developed guiding questions, analyzed constituents of the UPD, and built a language system to represent findings.\"},{\"question\":\"What three key concepts does the paper identify regarding the UPD?\",\"answer\":\"The paper identifies competing cultures, competing expectations, and the theory-practice dichotomy. It argues these concepts contribute to the divide and have implications for teacher education programming.\"}]","Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices - Article 6 | PDF",1792081508,48]