ERIC Number: ED253499
Record Type: RIE
Publication Date: 1980-Dec-12
Reference Count: 0
Inquiry in Teacher Education.
Teaching is rarely theory related or experimentally oriented. The same is true of most teacher preparation courses in training institutions. Basically, both types of teaching involve the transmission of received knowledge and the imitation of performers judged to be skilled. The paradox of the uncritical acceptance of existing teaching practice and the skeptical rejection of existing theory could well be resolved by extending the skeptical scrutiny of theory to an equally skeptical scrutiny of practice. By re-appraising the nature of both, teaching in school and college could resemble pedagogical inquiry rather than simply transmission of knowledge. "Theory" may be promulgated and discussed via the various instructional media; however, the ideas, principles, and concepts should be used explicitly to guide practical activities. Teachers in training should see themselves as experimenters testing the validity of the theories they study against their actual teaching practice. Teaching, like research, is a problem solving activity. Both activities should be aimed at discovering new regularities in pedagogy in the form of theoretical principles that will help both teachers and experimenters become more effective. (JD)
Descriptors: Cognitive Processes, Concept Formation, Educational Research, Educational Theories, Higher Education, Inquiry, Instructional Development, Learning Processes, Learning Strategies, Problem Solving, Research Methodology, Teacher Education, Teacher Education Curriculum, Teacher Participation
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Theory Practice Relationship
Note: Paper presented at the Meeting of the Standing Conference on Studies in Education (December 12, 1980).