2013 Volume 22 Pages 89-100
The purpose of this paper is to examine empirically the integration of and interaction between theory and practice in the educational content and methodology of SCITT providers’ ITT curriculums, and the kind of intention and recognition on which this integration and interaction is based. I selected Gateshaed 3-7 SCITT provider as a subject for in-depth qualitative investigation and carried out semi-structured interviews related to the educational content and method of the curriculum with the Responsible Officer.
In order to approach the above purpose, I referred to a part of the theoretical framework in the case studies of the PGCE course（school-based programme）developed by Furlong et al （1988）as a means for analysing the SCITT curriculum. They stated traditional PGCE courses can be understood as consisting of Curriculum Studies Methods, Educational Studies and School Practice. In their case studies, they outlined the work analysis of the nature of professional practice by Schön, concepts of classification and framing by Bernstein. Then they thought it necessary to distinguish four different levels of training:（a）direct practice;（b）indirect practice;（c）practical principles;（d）disciplinary theory, and found that three factors: structure, personnel and pedagogy are particularly important in moves towards integration.
The conclusion of this paper can be summarised as follows: Firstly, with regard to SCITT providers’ recognition of the integration of theory and practice, it is clear that providers always attempt to put together curriculum based on a strong intention to achieve interaction between and integration of theory and practice. Secondly, the intention of providers to achieve integration of theory and practice is clearly reflected in the structure of the courses and organisation of the curriculum. For example, ‘school based tasks’ are linked to each curriculum and reflective professional studies module to help the trainee make connections between theoretical understanding and applications in the classroom in relation to all aspects of teaching and learning.
