Pedagogical dilemma in teacher education: Bridging the theory practice gap

Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers “learn from practice” which the policy on minimum requirements for education aspires and has its focus campus-based teaching with aim narrowing practice-theory divide. Design/methodology/approach: A qualitative approach through a phenomenological lens, provided opportunities educators, final year students in-service share personal perspectives their training experiences. Semi-structured group interviews were specifically structured solicit perceptions practical component course. Findings: Pre-service feel that “out touch” what happens in classrooms not adequately trained prepare them world teaching. There evidence misalignment exists between occurs campus facing school classroom needs be bridged. Campus courses should carefully constructed coordinated field experiences effectively guide support student learning. Originality: Empirical by most eligible stakeholders i.e., teachers, who able present objective views realities teachers’ preparedness merge theory practice successfully classroom.