Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories

Abstract

School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation (GSR) tool in their mentoring conversations. The GSR tool is essentially a visual reflection of the student teacher’s personal theory regarding classroom practice. It was developed at our teacher training institute to help our students see the personal relevance of research literature and theory and apply it to their lesson plans, to bridge the gap between educational theory, their vision of good teaching and their educational practice. In three explorative case studies, we show how mentors use the GSR tool and to what extent they support three levels of personal theory development: sharing, investigating and transforming. In all cases, student teachers could relate their practices to theoretical notions, giving access to their mentors for further questioning of their sense-making of the situation. Mentors successfully use these opportunities for personal theory development in various ways. We conclude that the GSR tool functions as a boundary object between theory and practice and between institute-based and school-based teacher education.