The role of contingency and tension in the relationship between theory and practice in the classroom

Steven Segal*

*Corresponding author for this work

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

The aim of this paper is to demonstrate the effect of teaching practice on the teacher's perspective on teaching. It argues that there is often a mismatch between a teacher's explicit beliefs about teaching and the practices in which she engages in the classroom. Teachers often find themselves engaged in practices which they do not believe in. In order to develop a greater harmony between teachers' explicit beliefs about teaching and their practices in the classroom teacher educators need to be cautious about epistemological and disengaged rationalist ways of teaching the ideals of good teaching and develop an appreciation of the ways in which the tensions and stresses of everyday practice inform teachers' beliefs about teaching.

Original languageEnglish
Pages (from-to)199-206
Number of pages8
JournalJournal of Curriculum Studies
Volume30
Issue number2
Publication statusPublished - 1998
Externally publishedYes

Fingerprint Dive into the research topics of 'The role of contingency and tension in the relationship between theory and practice in the classroom'. Together they form a unique fingerprint.

Cite this