Pedagogical Studies in the Theory and Practice of Teacher Education

Abstract

Current discussions of theory and practice in teacher education and the relationship between theory in education and theory in teaching are considered. It is suggested that the focus of theory in teacher education should be on teaching and pedagogy. Current views of teaching as a delivery system for the curriculum are criticised as simplistic and anti‐educational. Attention is drawn to the extremely complex nature of teaching viewed as an attempt to improve the range and flexibility of human thinking and action. The foundation disciplines are considered to have contributions to make to improving practical teaching. Educational psychology, reconceptualised as ‘psycho‐pedagogy’, is seen as having a particularly important role in equipping student teachers with a practical pedagogy related to their classroom activity. Suggestions are made about methods of implementing an exploratory pedagogy drawing on the foundation disciplines in practical teaching. An approach to teaching in this way is described with particular reference to psycho‐pedagogy.