A design-based approach to bridging the gap between university learning and classroom pedagogy in Initial Teacher Education
DOI:
https://doi.org/10.47408/jldhe.vi34.1376Keywords:
professional literacies, purposeful integration, design-based research, deliberate practice, initial teacher educationAbstract
This article explores the design, implementation, and evaluation of the Passports tool, developed to address the persistent challenge of bridging theoretical knowledge with practical application in Initial Teacher Education (ITE). Grounded in Design-Based Research (DBR), the Passports were iteratively created to integrate academic and professional literacies through two key components: ‘Learn That’ knowledge organisers and ‘Learn How To’ infographics. These elements provide trainees with structured support for consolidating theoretical concepts and applying them in diverse, real-world teaching contexts. Drawing on frameworks such as cognitive load theory, situated learning, and reflective practice, the Passports aim to foster adaptive expertise and reflective skills, supporting trainees as they navigate the complexities of professional placements.
Findings highlight the effectiveness of the Passports in enhancing learning and mentorship within ITE, with broader implications for other professional fields, including nursing and social work, where similar transitions from theory to practice are critical. This research contributes to the discourse on evidence-based educational tools and professional development, offering actionable insights for integrating academic and practical learning across higher education and professional training programmes.
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