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ERIC Number: ED282829
Record Type: RIE
Publication Date: 1987
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Explicit Teacher Theory: Linking Theory and Practice.
Lee, Sharon; And Others
Brief descriptions are given of three studies that explored the role of theory in instruction, decision-making, professional development and teacher/student transactions. The first, by Karen Ray, was an observation study of three reading/language arts teachers who were seen to act consistently according to their personal theory of reading and writing. The second, by Leslie Patterson, a naturalistic study of one teacher's process of explicit theory building, supported the literature concerning the theoretical nature of instructional decision-making. The third study, by Sharon Lee, developed a model of explicit theory formulation that outlines the path that many teachers followed as they progressed from novice teachers to empowered educators who are easily able to share theory with colleagues. Four ways in which explicit theoretical orientations can function for teachers are discussed: (1) explicit theories can give teachers criteria for evaluating professional decisions; (2) explicit theories can be easier to revise than intuitions; (3) theory-building is productive for teachers; and (4) explicit theories give teachers a sense of control in the classroom and in their professional development. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A