Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

Background

Achieving balance between the theoretical and practical components of teacher education is a challenge currently facing those involved in the design, delivery and accreditation of teacher education (MACQT, 1998; Educational Training Committee, 2005). An unmistakeable gap is claimed between what teachers are taught during their university studies and what they are expected to do at the ‘chalk-face’ in their professional career (Cole & Knowles, 2009). The Ramsey (2000) review of teacher education in New South Wales, Australia highlighted that pre-service teachers do not understand how classroom practice produces effective student learning, and Kervin and Turbill (2003) found that many beginning teachers find it difficult to adjust to classroom life because they are often unable to retrieve important theoretical knowledge when they need it. Therefore it seems reasonable to suggest that teacher education should have stronger links between field experience and theoretical studies.

There is a considerable body of literature supporting the claim that there is a need to integrate these aspects of pre-service teacher education to address the perceived irrelevance of theory to students (for example Brady, Seagal, Bamford, & Deer, 1998; Darling-Hammond, 1999; Lanier & Little, 1986; Sorin, 2004), thus enabling pre-service teachers to gain a better understanding of the theory/practice nexus (MACQT, 1998). An early integration of field experiences would enable pre-service teachers to gain a better understanding of the theory/practice nexus (MACQT, 1998). Further, a philosophy of reflective practice will help pre-service teachers articulate the theory to practice relationship (Brady, Seagal, Bamford, & Deer, 1998).