I’ve read a couple of interesting posts recently about the role of theory in education. The first was by Naomi Barnes for the AARE blog site. Barnes starts by making an interesting observation:
“My student teachers often question the value of educational theory in their initial teacher education. Also often early career teachers tell me that the theory they were taught at university holds no value in their day-to-day practical lives.”
Yet she goes on to address this issue by discussing a theory of history rather than education; an argument that reminds me of the old Schools (Council) History Project in the U.K. (see this paper for an interesting discussion).
The second post was by John Andrews who again makes the case for educational theory. But this time, it is a theory I don’t recognise because it seems to be set in opposition to the, “tangible, the measurable, the…
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