Toward narrowing the theory–practice gap: characterizing evidence from in-service biology teachers’ questions asked during an academic course

Abstract

Background: The gap between theory and teachers' practice is a barrier to education improvement. There is therefore an ongoing need to understand teachers' thinking and find new ways to meaningfully relate theory and practice in STEM education. The research explores, through teachers-as-learners' questions, the connections made by experienced high-school biology teachers between theory and practice, their practical concerns, and the contribution of a supportive course pedagogy to these connections. The research included 31 experienced high-school biology teachers that participated in a special graduate program. Results: Applying a grounded theory approach, the analysis of the teachers' questions, asked as a part of their course assignments, yielded four categories: theory, practice, practice and theory, practice vs. theory. We found that most of the biology teachers' questions asked under a supportive pedagogical design, directed at mediating theory and practice, associated practice and theory. The teachers formed two types of connections between practice and theory in their questions. While asking questions associating practice and theory, the teachers mentioned practical aspects of their work. The types of connections between theory and practice are discussed, as well as the relevance to teacher education. Conclusions: The opportunity to ask questions during assignments that are topic-specific and designed to combine practice and theory enabled teachers to think of both domains and try to better understand their association. The research results indicate that the questions asked by teachers-as-learners can serve a dual purpose: as a way to help teachers direct their thinking to the association between theory and practice, and as a tool to describe and understand teachers' tacit thinking. This research also emphasizes the importance of supporting STEM teachers by developing courses and professional development programs that explicitly combine educational theory and practice.

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