Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts

Abstract

Relatively little attention has been paid to how educators actively construct linkages between different forms of knowledge at the micro-level of educational activities in campus-based teacher education. The current article addresses this gap in existing literature by empirically examining how educators construct theory-practice linkages through the use of practice-based artefacts when teaching at campus. By employing analytical tools associated with a sociomaterial perspective, the article demonstrates the value of applying this perspective to examine the role specific artefacts can play in forging linkages between different forms of knowledge, and highlights the creative and constructive work required by educators for such linkages to be made transparent in a higher education context.