Michael Fullan has said that good practice often shapes theory not the converse. A theoretical understanding is necessary but theories don’t always translate into effective classroom practice. Theories don’t provide teachers with the ‘how to’ and although most teachers recognise the need to continually reflect on their practice in order to improve, there is an assumption that they know what needs to be changed. Too many teachers don’t know what they don’t know; this was highlighted recently in Revolution School on ABC TV.
Not all teachers are created equal and this is partly because not all teacher education programs are equal. One of the criticisms especially in the US and UK is that there is a heavy focus on theory and not enough of practice. We would have a cadre of academics preparing beginning teachers for classrooms who have not been in classrooms for years if not decades. As John Hattie aptly points out, none of our institutions have ever had to prove their impact. Ironic considering that these institutions send teachers into classrooms where they are now expected to continually evaluate their impact as teachers.
We are moving now from seeing teachers as practitioners to seeing teachers as clinicians. This is not to suggest that the relationship between teacher and student is clinical. Rather, the relationship between a teacher and their practice needs to be. According to Hattie, clinical teaching is the ability of every teacher to “diagnose, intervene and evaluate.” It is similar to how world-class athletes improve technique and performance and why Shanghai teachers are assigned mentors throughout their teaching careers.
The simplistic assumption that a “teacher is a teacher….” with the same skill sets and capabilities flies in the face of reality. Even suggesting this will raise the ire of many and be viewed as trendy teacher bashing. The end result must be ensuring each child in each school has the best teacher. We need to build the capacity of all teachers by focusing more on skills than theory. Expertise has to be learned through practice.
2 thoughts on “Good practice shapes theory”
Your comments ring true Greg – clinical process and practice. While we collect data about individuals we group and regroup students for that targeted teaching (intervention) and individual and group feedback – all the while empowering students to take risks – see errors as a necessary step in the learning process (open mindset) – and ask questions (certainly clarifying but also about context so that they can take action – seeking models to demonstrate the next steps in the learning as well.
Well said Mark. Not always simple or easy but absolutely necessary if we are to see school, system and nation wide improvements.