How teacher education can make a difference

Abstract

Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three‐level model of teacher learning, the so‐called ‘realistic approach’ to teacher education has been developed. It takes the causes of the theory–practice divide into account, and shows a new direction in the pedagogy of teacher education. Several evaluative studies into the realistic approach will be summarised. They lead to significant conclusions about the need for careful programme design based on: (1) an elaborated view of the intended process of teacher learning; (2) specific pedagogical approaches; and (3) an investment in the quality of staff members. The conclusions and implications are put into an international perspective.