Integrating theory and practice. Learning to teach L1 language and literature.

Abstract

Against the background of the central dilemma in teacher education of the relationship between theory and practice, this article reports a teacher education approach that strongly emphasizes the use of theory in learning to teach, assuming that teaching is also an intellectual activity. A main starting point is the subject pedagogy, the ‘Fachdidaktik’, in this case of Dutch language and literature, integrated as much as possible with educational theories. Furthermore, reflection is assumed to be based upon theory: Discourses concerning three different aspects of teaching and learning, resulting in instrumental, substantial, and critical reflection. The article presents a theoretical framework to use for student teachers to understand and examine their teaching. Furthermore, the pedagogy of this approach is reported and discussed. To illustrate this approach, the work of one student teacher is presented and analyzed.