Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts

Relatively little attention has been paid to how educators actively construct linkages between different forms of knowledge at the micro-level of educational activities in campus-based teacher education. The current article addresses this gap in existing literature by empirically examining how educators construct theory-practice linkages through the use of practice-based artefacts when teaching at campus. By employing analytical tools associated with a sociomaterial perspective, the article demonstrates the value of applying this perspective to examine the role specific artefacts can play in forging linkages between different forms of knowledge, and high-lights the creative and constructive work required by educators for such linkages to be made transparent in a higher education context.