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Is there any relationship between educational theory and practice. (the…
Is there any relationship between educational theory and practice.
introduction
education theorizing has no value for practice.
teachers require no theoretical understanding.
the claim that educational practice is theory-less
skills are learnt through experience and judgment
other teachers are to be use as 'models' to show others the way from imitation.
theory can be counter productive as it provides a number of conceptions and notions that have to be unlearnt.
new teachers are told by others to forget all that they have learnt on the training course.
practices as well as observations are theory-impregnated
the nature of educational practice
for an activity to be described as a medical practice it must be shown that such an activity is making a contribution to the health of patients...Practices are activities directed to some end....
our own theories are learnt from our past, so we pass onto others - is this not - at least in part, a description of development of theoretical understanding.
bells monitorial system
she explains; from the norms and procedures that get put in place are from thoughts and planning already from theoretical understandings, which try to train a human to be an instrument of purpose. is this the most effective way of teaching? or even moral?
education theory
'theory' is a vague term; ambiguous, and much abused
problem is that theory when mapped even if not conclusively and definitively.
there is a distinction between scientific and practical theory? (find out about these)
education theory is a type of practical theory.
we can easily fail to distinguish what theory is being used because we don't recognise the term it is being used in
Two ways of theorising about education
Both of these theories have a relationship to practice
The first one is structural functionalist theory to provide an explanation of the relationship between education as an institution and the society which it is part of
This attempts to explain practice in the terms of a sociological theory
The second is a monitorial system (the Bell system were teaching the skill is best promoted by following a certain procedures
This one encourage improvements in practice
Criticism of educational theory may have arisen from a failure to make this important distinction
It is quite possible to transform examples of explanatory theorising into the practical theories and vice versa
Confusion again may arise if we are unaware or uncertain as to whether we are employing our theories for explanatory or practical purposes.
Various theoretical approaches to education
Making the distinctions helps in establishing the relationship of educational theories to practice
Further distinctions can be identified through the acknowledgement of differences between commonsense thinking and the more recondite thinking, in connection with psychological and sociological theorising.
There is no relationship between educational theorising and practice
The claim that educational theory has no value for practice
theory has no value for practice
theories are explanation or guides to pratice
be prepared to abandon or modify our theories - as we would with any of our tools. - if they fail to fulfil the purpose for which they are designed.
scientific theories are created to explain and predict rather than as aids to practice.
The possibility of rational criticism and appraisal
consider theories in terms of consequences
such social engineering is open to the kind of criticism (any attempt to effect a transformation of society
look out for the inconsistencies and confusions in theory
Conclusion
The uses of theory is controversial
Ways theories may be tested for adequacy
1 1 coherence of the theory itself
2 consistencies
3 not running counter to strongly prevailing social norms
Theory remains a tool for critical appraisal of educational theorising
the practical theories of education falsifiable?
it is mistaken to claim theory is universal
no way in which a practical theory of education can be seriously falsified.
alway open to apparent failures, which some say its not the theory but the unwillingness of practitioners to modify their own practices.
are theories in any genuine sense theories at all?
this maybe why the teacher leaves any debate on educational theory to the ideologists of education