"Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach |
| 2. | Creator | Author's name, affiliation, country | Marinda Neethling; Learner Support, North-West University, Potchefstroom, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Mirna Nel; Faculty of Humanities, North-West University, Optentia Research Unit, Vanderbijlpark, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Boyer’s four domains of scholarship; Hutchings’ four types of questions; PALAR; reflective-learning; scholarship; theory-practice gap |
| 4. | Description | Abstract | In this article we combine Boyer’s 4 domains of scholarship with Hutchings’ 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman’s (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers’ experience in classroom contexts. Qualitative data were collected in an action learning set (ALS) consisting of distance learning in-service teachers enrolled in a learning support programme through purposeful discussions, reflective diaries, observations, and open-ended reflective learning questionnaires. In the research reported on here we found that collaborative partnerships initiated scholarly thoughts and actions when sharing and evaluating insights during the research process, which resulted in building on learning that has been gained together. The findings point to the need for collaboration between lecturers and students to develop an awareness to not only take knowledge from one another to create theories about how they should deal with problems but rather to jointly become reflective collaborative scholars to address the theory-practice gap. https://doi.org/10.15700/saje.v41n4a1942 ORCiD iDs of authors: Marinda Neethling - https://orcid.org/0000-0002-4548-426X Mirna Nel - https://orcid.org/0000-0003-0170-3296 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2022-02-09 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1942 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 41, No 4 (2021) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |