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Theory into practice: a matter of transfer (The transfer of research into…
Theory into practice: a matter of transfer
Introduction
Science provides general principles that form the basis for teachers decisions
When innovations are packaged for teachers by program developers, they are less likely to be adopted by teachers in their entity
NAE addressed the research practice problems explaining that the traditional dissemination model sets up problems of the transfer
Replace from the concept of dissemination to the concept of travel
Assisting practitioners to adapt the programs to their own particular settings
New ways of thinking about transfer
Instructional interventions
Studying how transfer occurs
A new term of conceptual theory mapping
The transfer of research into practice
Conceptual theory mapping
Low road transfer
Repeated exposure over time to a general principle or practice that can becomes adopted automatically
High Road transfer
General principles that can be applied to a new situation
Transfer of travel is described as knowledge or skills acquired in one contacts in a new situation
Psychological theory highlights the importance of understanding underlying principles (cause-and-effect and questioning techniques)
Research and development have done little to facilitate transfer and may even have actually impeded the transfer research into practice
Instead of teachers fixing on learning the particular program, teachers should first abstract the theoretical principles that might be applied in the classroom or to find relevance by looking for similarities between the classroom and the research context - too much practice embedded in a particular context impedes transfer.
Mapping theory on practice
Conceptual theory mapping
Under the logic of loads highroad transfer, understanding and using multiple examples may ultimately help teachers to instruct the general principles underlying the theory
When teachers adopt and adapt applications of theory-based principles that fit their students needs as they arise, they provide a new context for research to examine how broadly their theory maps out across domains
An example of the above can consider Teaching for a successful intelligence (TSI) (triarchic theory)
One can teach triarchically in almost any domain
History for example by analytic questions what, practical questions how, and creative questions how. These are free modes or styles of thinking -analytical, practical and creative.
Art for example learners are being analytical when they compare and contrast story characters, differentiate fact from opinion and evaluate texts
When learners relate what they are reading to their own life experiences and learn life lessons the vicariously through literature, then they are in a practical mood.
It has been argued that teachers findings should come part of the research process and used first in the development of grounded theory before it is tested empirically
Empirical research (Empirical research is research using empirical evidence. It is a way of gaining knowledge by means of direct and indirect observation or experience. Empiricism values such research more than other kinds)
Theory mapping provides teachers with multiple instantiations of theory, examples that enable the inductive obstruction of general principles that can then be transferred to new teaching situations more easily. In this new model theory validation practice serves theory as much as theory serves practice
Re-conceptualising research into practice
Transfer is traditionally conceived as the application of prior learning in new contexts
Alternatively you of transfer; draw on resources in the environment to learn during transfer. Transfer is bidirectional- applying learning in new situations and adapting situations to make use of available resources and new opportunities to learn
Facilitating transfer and teaching-learning
Davies and krajciks educative curriculum materials. These materials help teachers abstract general underlying pedagogical principles
Mindful obstruction of principles that underlies transfer
Prepared teachers by promoting their ability to identify and call up, as needed, general principles and theory-based practices that resolve their immediate problems
Conclusion
In everyday life individuals draw upon their prior knowledge and past experiences to interpret a the present
Teachers don't get time to identify similarities between their teaching situations and theory-based principles that my apply
Teachers don't get to draw upon their prior knowledge and past experiences to interpret a their present teaching situations