International teacher education: Promising pedagogies introduction (Part A)

Lily Orland-Barak, Cheryl J. Craig

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter introduces the theory-practice divide through surveying highly diverse sources of literature that document its existence and call for ways in which it can be overcome. After that, gaps between theory and practice as they appear in the field of education are foregrounded and presented as a challenge, particularly in the Western teacher education enterprise. The authors contend that the gap between theory and practice can be addressed nationally and internationally through focusing on pedagogies that are locally deliberated and enacted. Such pedagogies would be specifically named by teacher educators; the origins (cultural/practical/theoretical/policy roots) of the pedagogies would be traced; and live, evidence-based exemplars of the pedagogies unfurling in their home settings would be presented from an insider point of view. Through this approach, promising pedagogies with potential portability to other national and international contexts would be made known. In this manner, a dialectical relationship between theory and practice-where each speaks productively to the other-would be established. This relationship, the authors reinforce, would need to be continually negotiated when the enactment of the promising pedagogies is attempted in different settings and/or at different junctures of time.

Original languageEnglish
Title of host publicationAdvances in Research on Teaching
EditorsC. Craig, L. Orland-Barak
PublisherEmerald Group Publishing Ltd.
Number of pages11
ISBN (Print)978-1-78441-136-7
StatePublished - 2014

Publication series

NameAdvances in Research on Teaching
PublisherEmerald Group Publishing Ltd.
ISSN (Print)1479-3687

Bibliographical note

Publisher Copyright:
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved.


  • Evidence-based exemplars
  • International teacher education
  • Learning to teach
  • Promising pedagogies
  • Theory-practice relationship

ASJC Scopus subject areas

  • Education


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