The Professional Program of Teacher Education: The Representation of Students

By Laura Agrati.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Among the changes that have affected the teacher training process for the last 20 years, there is the reorganization of the ways that facilitate the matching of theoretical knowledge and practical experience (e.g. the model of alternation, tutorials and workshops, and the introduction of experienced belonging to the schools). The article aims to show the changes in the educational curriculum for student teachers, highlighting the following points: a) in the first part, the components of the educational curriculum at the University of Bari and at the Suor Orsola University in Naples; b) in the second part, the findings of a recent exploratory survey, which aims to understand how future teachers (student-teachers) represent themselves and test the outcome of the meeting between theoretical knowledge (in university courses) and practice (during courses at school). (All of this has been accomplished by having about 400 undergraduate students, studying an education degree course, complete a questionnaire on representations.) The results of this study and reflections may well show the strong interest amongst policy makers who constantly seek new strategies in facing the challenges of education.

Keywords: Teacher Education, Professional Learning

The International Journal of Learning, Volume 18, Issue 12, pp.145-162. Article: Print (Spiral Bound). Article: Electronic (PDF File; 3.642MB).

Dr. Laura Agrati

Doctor of Philosophy, Departimento di Scienze Pedagogiche e Didattiche, Università degli Studi di Bari, Bari, Puglia, Italy

Dr. Laura Agrati has a Ph.D. in “Project and Evaluation of Education Processes” and is a teacher “Analysis of practice” in the teacher education program at the University of Bari. Dr. Laura Agrati deals with teacher education, the practical knowledge and the methodology of analysis of practice. Agrati is a member of two international research group: ISATT (International studies association on techer and teaching) and Réseau OPEN (Observation des practique enseignantes). The first monograph is on the teachers workshop (“In pursuit” of practical knowledge. The workshop in teachers’ training) and the second is on the mentoring in the teacher education (The practice of the glance in Fénelon).


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