Bridging the gap between application and theory in teacher preparation is a needed avenue toward improving teacher education programs. This bridge is the effort to connect the theoretical knowledge gained in university coursework with the practical skills required in an actual classroom setting.
Some tips to increase the application of teaching early in the preparation stage:
Offer Field Experiences early and often:
- Embed practical classroom experiences throughout the teacher education program, not just in the final year.
- Helps pre-service teachers apply theoretical concepts in real teaching environments gradually and reflectively.
Provide opportunities for reflective practice throughout the classroom experiences:
- Encourage student-teachers to keep and consistently review reflective journals to connect theory with classroom experiences.
- Invite student-teachers to record short segments of their teaching to review and reflect on specific instructional practices, classroom interactions, or lesson pacing.
Align student-teachers with a mentor/coach:
- The mentor/coach can offer modeling, feedback, and support based on classroom performance.
- Allows for real time discussion of applicable classroom strategies and techniques.
Model Case Study:
Sample Implementation:
- Pre-service teachers spend time in years 1 and 2 of program in schools, experiencing a variety of grade levels/content areas. Or on a larger scale, student-teachers spend one year of their program embedded in a single school.
- Collaboration between the academic institution and the schools. For example: weekly webinars on pedagogy are co-led by university faculty and in-service mentor teachers.
- Assignments required student-teachers to apply and cite theory within their lesson planning and classroom interactions. Also asked to outline alignment between theory and application.
Curious how a higher ed institution is bridging the gap between theory and practice? See how Liberty University uses video to support early field experiences, especially when in-person access is limited.
Projected Outcomes:
- Increased retention, confidence and feelings of support and value among new teachers.
- Stronger instructional skills due to alignment between application and theory.
- Student-teachers demonstrate higher ability to reflect and adjust instruction using theoretical models.
As with any professional development, bringing theory and application together for student-teachers isn’t a one-time fix but a structural, long-term commitment. Well-integrated programs produce more adaptable, effective, and reflective teachers ready to meet the needs of diverse classrooms.
Preparing teachers isn’t just about delivering theory or throwing them into classrooms — it’s about bringing those experiences together intentionally and start preparing teachers in a way that honors both.
To support this kind of structure, programs can use tools like Teaching Channel’s Empower Platform, which allows student-teachers to engage with real classroom video, complete reflective assignments, and receive feedback, even when in-person access is limited.
About the Author
Julie Yaeger is the Vice President at Teaching Channel. Julie holds an elementary teaching degree, a Master’s Degree in Leadership and Organization, a K-12 Reading Endorsement, and a K-12 Administrative Specialist Degree. Prior to joining Teaching Channel, Julie taught in the classroom for 10 years, worked for the Minnesota Department of Education, trained non-tenured teaching staff as a Professional Development Coordinator, and also served as a Middle School Assistant Principal.
