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ERIC Number: EJ912716
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0269-2465
Don't Ditch the Theory
Hoath, Leigh
Primary Science, n114 p13-15 Sep-Oct 2010
It is important to emphasise that it is "not" being suggested that teachers should become engrossed in an unrealistically theoretical world. Teachers will only be convinced of the importance of understanding theory if they see examples of where this makes a real difference. In other words, teacher educators have to illustrate the key ideas which can be used to support teachers in their teaching and assist them with developing learning "episodes" that can further enhance their pupils' experience in the classroom. Beginner teachers are introduced to educational theory as a mere acquaintance and usually a fleeting one. By engaging with practice in the school setting and gaining experience to which this theory can be pinned, the acquaintance can become a friend which supports and enhances classroom teaching in the future. In this article, the author describes basic ideas that teachers should have in their minds. The author stresses that a greater understanding of what works and why allows teachers to develop their professional knowledge and pedagogy. Through extending their professional knowledge they can apply experience and understanding to new situations, which are therefore far more likely to be successful and supportive of learning.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A