The Theory-Practice Gap in Education

There exists a large body of literature referring to the Theory-Practice Gap in education. In the literature there is little evidence supporting the existence of this gap. Researchers assert that this gap does exist. The purpose of this study is to explore whether or not this gap does exist through examining the methods of ten teachers identified by the Maine Department of Education as exemplary. To do this, ten nominees to the Maine Teacher of the Year Program were participants in this study. The subjects were interviewed, surveyed and observed. The author identified five commonly known educational theories from textbooks in educational psychology and compared these teachers methods and practices to the recommendations of the theories to ascertain whether or not a gap existed between these theories and the practices of these specific teachers. Additionally, participants evaluated their own awareness of theories by name and a second time in practice. The study suggests there exists a gap in so much as teachers are using theoretical recommendations, but are often unaware they are doing so; their teaching coincidentally corresponds with the recommendations of the theories.

Autorentext

Monica Squires was born in New Hampshire, USA in 1985. She attended the University of Maine. As an undergraduate she earned Bachelor of Science in Secondary Education and a Bachelor of Arts in History Summa Cum Laude in 2007. She earned her Master of Science in Curriculum Assessment and Instruction in 2009. She is currently a Middle School teacher.

Klappentext

There exists a large body of literature referring to the Theory-Practice Gap in education. In the literature there is little evidence supporting the existence of this gap. Researchers assert that this gap does exist. The purpose of this study is to explore whether or not this gap does exist through examining the methods of ten teachers identified by the Maine Department of Education as exemplary. To do this, ten nominees to the Maine Teacher of the Year Program were participants in this study. The subjects were interviewed, surveyed and observed. The author identified five commonly known educational theories from textbooks in educational psychology and compared these teachers methods and practices to the recommendations of the theories to ascertain whether or not a gap existed between these theories and the practices of these specific teachers. Additionally, participants evaluated their own awareness of theories by name and a second time in practice. The study suggests there exists a gap in so much as teachers are using theoretical recommendations, but are often unaware they are doing so; their teaching coincidentally corresponds with the recommendations of the theories.