Theory-practice relations in initial teacher education. Perceptions of educators and students in the Primary Education Degree

Abstract

The main purpose of this article is to ex-
plore the problem of the relationship bet-
ween theory and practice in initial teacher
education within the framework of the
Primary Education Degree at the Univer-
sity of Santiago de Compostela. This paper
is part of a broader research project that
aimed to identify, analyze and interpret
the perceptions of future teachers and
their educators on the knowledge they are
building in their undergraduate studies
and the contribution of these to set a par-
ticular professional identity. In qualitative
terms, the study used documentary analy-
sis, stories, focus groups and interviews
with lecturers, degree coordinators, deans,
students and practicum tutors during the
academic period 2013/2015. Regarding
data analysis, a deductive-inductive cate-
gorization was used, carried out with the
support of the Atlas.ti software.
The analysis and interpretation of the data
evidences a model of separation between theory and practice in which theory pre-
cedes practice and this is understood as
an application of theory. This is a situa-
tion that generates tensions and dissatis-
faction between educators -teachers and
tutors- and students, but also the search
for alternative strategies for the desirable
co-implication between both types of
knowledge. However, the obstacles are
more powerful than the desire to change
a socially constructed reality in which the
two-way dialectical game becomes a prin-
ciple for action.