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Michelle Dillon, Deborah Tannehill, and Mary O’Sullivan

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

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Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, José A. Santiago, Emi Tsuda, and Xiuye Xie

their performance. One reason for the reexamination of teacher education has been a perennial critique, which is best described as a theory–practice divide. It is a topic that has been repeatedly discussed in the physical education literature ( Armour, 2017 ; Dillon et al., 2017 ; O’Leary et al., 2015

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Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, José A. Santiago, Peter Iserbyt, and Erhan Devrilmez

Teacher education scholars worldwide have called for more relevance in teacher education ( Darling-Hammond, 2021 ). Among the common critiques is a theory–practice divide that manifests itself in two ways: (a) The theory being learned is not relevant to what teachers do in their job and (b

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Julie McCleery, Jennifer Lee Hoffman, Irina Tereschenko, and Regena Pauketat

number of theoretically-informed approaches, such as competency-based learning ( Demers et al., 2006 ), problem-based learning (PBL) ( Jones & Turner, 2006 ), and ethno-drama ( Morgan et al., 2013 ) have emerged with this orientation aiming to bridge the theory–practice divide and address the complexity