How the Teacher’s Practical Theory Moves to Teaching Practice

This conceptual study and literature review concerns the teacher cognition paradigm. The aim was to analyse the relationships between teachers’ static cognition (practical theory, script), dynamic cognition (agenda, interactive thinking) and teaching practice. The study asks the following question: How is a teacher’s practical theory – which is partly founded on educational theory as well – realised in teaching practice? Earlier empirical studies on the subject mostly have an analytical orientation, i.e., only a few aspects of the comprehensive phenomenon have been researched. Existing research carried out between 1980 and 2009 shows that the relationship between a teacher’s cognition and his/her teaching practice is not a simple one: the basis of all teacher cognition – practical theory – transforms interactively in classroom processes. The more complex the conflict between the curricular objective and pupils’ actions in a teaching situation, the more essential it is for the teacher to use dynamic cognitions in order to realise her/his practical theory.

Författare: Harri Pitkäniemi

How the Teacher’s Practical Theory Moves to Teaching Practice. A Literature Review and Conclusions

Education Inquiry 3/2010