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 |
| 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 |
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