Bridging the gap between educational theory and the practice of teaching

Abstract

This research aims to assess whether educational theories are being used as a pedagogical approach to learning and teaching in our education system. The main objective of this research study is to explore how teachers perceive the relationship which exists between theory and practice and to examine how they implement the theories in their practice. This dissertation also aims to stimulate educators to reflect on additional ways of making theories relevant to the classroom. Another purpose of this study is to analyse whether secondary school teachers fulfil their role as reflective practitioners, the effect reflection has on their practice and on their professional development. In order to obtain a deeper insight on the teachers thoughts, beliefs, experiences, feelings and opinions about the teaching and learning process, 10 semi-structured interviews were used to collect qualitative data from secondary school teachers which then were analysed and discussed appropriately. The analysis of the responses of the interviews suggested that teachers do not give educational theory the importance it is due. The study also revealed that teachers do not find the time to keep themselves updated with the development of educational theories. However, all participants of the study recognise the value of reflective practice both on their own and with their colleagues. This research work concludes with recommendations for future studies and suggests ways for improvement to the B.Ed. (Hons) course as it identifies the need for changes in the educational programme.