Transcript
Can teachers bridge the theory-practice gap?
Carmen Álvarez Álvarez
University of Cantabria (Spain)
carmen.alvarez@unican.es
Index
1. State of art2. Metodology3. Results4. Discussion 5. Conclusions
1. State of the art
1. Concept of theory and practice: variety of meanings.
2. The reasons for the theory-practice gap are complex.
3. The educational situation has become gradually more fragmented.
4. Contribution of Rozada
Relationship between theory and practice (Rozada, 2007)
Small Pedagogy
Second order theory
Second order practice
Small Pedagogy
2. Metodology
• Case study• School etnography
3. Results
1. The cultivation of academic training and reading (higher plane).
2. A self-critical review of the professional and institutional traditions and cultures (lower plane).
3. The creation of a personal second-order theory (upper-intermediate plane).
4. The creation of a personal second-order practice (lower-intermediate plane).
5. The construction of a small pedagogy (occupying the space between second-order theory and second-order practice).
1
• The cultivation of academic training and reading (higher plane).
2
• A self-critical review of the professional and institutional traditions and cultures (lower plane).
3
• The creation of a personal second-order theory (upper-intermediate plane).
4
• The creation of a personal second-order practice (lower-intermediate plane).
5
• The construction of a small pedagogy (occupying the space between second-order theory and second-order practice).
4. Conclusions• It´s not impossible to relate educational theory and practice. • Teachers are at the centre of the relationship between theory and
practice in education. • The theory-practice gap be bridged by teachers cultivating academic
training and reading, self-critically analyzing the teaching experience, and creating personal second-order theories and practices in such a way as to construct 'small pedagogies'.
• This is achieved by studying, reflecting and acting, all of which must take place together, something that demands effort, passion and courage.
Building a small pedagogy is a long process of building bridges between theory and practice, and it cannot be achieved overnight. However, it is certainly interesting to attempt to do so, as it places the subject in a positive position with respect to learning, training, the definition of professional principles and innovation.
Can teachers bridge the theory-practice gap?
Carmen Álvarez Álvarez
University of Cantabria (Spain)
carmen.alvarez@unican.es
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