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Bridging Theory and Practice: Enhancing Teacher Preparation through Collaborative Partnerships

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Title: Bridging Theory and Practice: Enhancing Teacher Preparation through Collaborative Partnerships
Language: English
Authors: Ashley N. Coen (ORCID 0000-0002-4351-3338), Rebecca Grove, Christy D. Graybeal (ORCID 0009-0000-8121-6628), Kristine M. Calo (ORCID 0000-0003-0834-9373)
Source: PDS Partners: Bridging Research to Practice. 2025 20(3):181-187.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Partnerships in Education, Educational Cooperation, Theory Practice Relationship, Teacher Education Programs, Consortia, Public Schools, Nonprofit Organizations, School Administration, Teacher Leadership, Supervisors, Educational Researchers, Faculty Development, Professional Development, School Districts
DOI: 10.1108/PDSP-05-2025-0009
ISSN: 2833-2040
2833-2059
Abstract: Purpose: This paper explores the impact of a collaborative consortium among a teacher preparation program, a public school system and an education nonprofit. The consortium aimed to bridge the gap between research-based practices in the science of learning and teacher preparation by fostering shared understanding and application of key instructional strategies. Design/methodology/approach: The consortium engaged representatives from education faculty, public school administrators, teacher leaders, internship supervisors and education researchers in a structured, two-year professional development series. The series focused on two main evidence-based teaching practices: effortful thinking and prior knowledge activation. Participants engaged in workshops designed to introduce, analyze, evaluate and implement these practices collaboratively. Activities were structured using a social constructivist approach, encouraging participants to build shared knowledge and integrate strategies into classroom practice. Findings: The consortium resulted in enhanced collaboration between the teacher preparation program and the local school system, a unified language around key instructional practices and improved curricular coherence. Teacher candidates benefited from clearer expectations and more consistent application of evidence-based practices during their internships. The shared understanding developed through the consortium contributed to stronger alignment between theory and practice, supporting teacher candidates' readiness for classroom instruction. Originality/value: This paper demonstrates how intentional, research-driven collaboration can effectively bridge gaps between theoretical learning principles and practical application in teacher preparation. The consortium serves as a replicable model for institutions seeking to integrate science of learning principles into educator training, fostering alignment and coherence across teacher preparation programs and public-school systems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501862
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Bridging Theory and Practice: Enhancing Teacher Preparation through Collaborative Partnerships
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  Data: <searchLink fieldCode="AR" term="%22Ashley+N%2E+Coen%22">Ashley N. Coen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4351-3338">0000-0002-4351-3338</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Grove%22">Rebecca Grove</searchLink><br /><searchLink fieldCode="AR" term="%22Christy+D%2E+Graybeal%22">Christy D. Graybeal</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8121-6628">0009-0000-8121-6628</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristine+M%2E+Calo%22">Kristine M. Calo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0834-9373">0000-0003-0834-9373</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PDS+Partners%3A+Bridging+Research+to+Practice%22"><i>PDS Partners: Bridging Research to Practice</i></searchLink>. 2025 20(3):181-187.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Consortia%22">Consortia</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprofit+Organizations%22">Nonprofit Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink>
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  Data: 10.1108/PDSP-05-2025-0009
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  Label: ISSN
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  Data: 2833-2040<br />2833-2059
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This paper explores the impact of a collaborative consortium among a teacher preparation program, a public school system and an education nonprofit. The consortium aimed to bridge the gap between research-based practices in the science of learning and teacher preparation by fostering shared understanding and application of key instructional strategies. Design/methodology/approach: The consortium engaged representatives from education faculty, public school administrators, teacher leaders, internship supervisors and education researchers in a structured, two-year professional development series. The series focused on two main evidence-based teaching practices: effortful thinking and prior knowledge activation. Participants engaged in workshops designed to introduce, analyze, evaluate and implement these practices collaboratively. Activities were structured using a social constructivist approach, encouraging participants to build shared knowledge and integrate strategies into classroom practice. Findings: The consortium resulted in enhanced collaboration between the teacher preparation program and the local school system, a unified language around key instructional practices and improved curricular coherence. Teacher candidates benefited from clearer expectations and more consistent application of evidence-based practices during their internships. The shared understanding developed through the consortium contributed to stronger alignment between theory and practice, supporting teacher candidates' readiness for classroom instruction. Originality/value: This paper demonstrates how intentional, research-driven collaboration can effectively bridge gaps between theoretical learning principles and practical application in teacher preparation. The consortium serves as a replicable model for institutions seeking to integrate science of learning principles into educator training, fostering alignment and coherence across teacher preparation programs and public-school systems.
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  Data: 2026
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  Data: EJ1501862
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        Value: 10.1108/PDSP-05-2025-0009
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 7
        StartPage: 181
    Subjects:
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Consortia
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      – SubjectFull: Public Schools
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      – SubjectFull: Nonprofit Organizations
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      – SubjectFull: School Administration
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: Supervisors
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      – SubjectFull: Educational Researchers
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      – SubjectFull: School Districts
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    Titles:
      – TitleFull: Bridging Theory and Practice: Enhancing Teacher Preparation through Collaborative Partnerships
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