The theory-practice gap: epistemology, identity, and education. Issue 6 (5th August 2014)

• Record Type: Journal Article
• Authors: Roth, Wolff-Michael; Mavin, Tim; Dekker, Sidney
• Is Part Of: Education + training. Volume 56:Issue 6(2014)
• Page Start: 521
• Page End: 536
• Publication Date: 2014-08-05
• Subjects: Vocational education -- Periodicals; Occupational training -- Periodicals; Business and education -- Periodicals; 370.113
• DOI: 10.1108/ET-11-2012-0117
• Languages: English
• ISSNs: 0040-0912

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to theorize the theory-practice gap and to provide examples of how it currently expresses itself and how it might be addressed to better integrate between the worlds of thought and praxis. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – Two empirical examples exemplify how the theory-practice gap is an institutionally embodied social reality. Cultural-historical activity theory is described as a means for theorizing the inevitable gap. An example from the airline industry shows how the gap may be dealt with in, and integrated into, practice. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – Cultural-historical activity theory suggests different forms of consciousness to exist in different activity systems because of the different object/motives in the world in which we think and the practical world in which we live. A brief case study of the efforts of one airline to integrate reflection on practice (i.e. theory) into their on-the-job training shows how the world in which pilots think about what they do is made part of the world in which pilots live. </p> </sec> <sec> <title content-type="abstract-heading">Practical implications</title> <p> – First, in some cases, such as teacher education, institutional arrangements can be made to situate education/training in the workplace. Second, even in the training systems with high fidelity, high validity (transferability) cannot be guaranteed. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – The approach proposed provides a theory not only for understanding the theory-practice gap but also the gap that exists even between very high-fidelity ("photo-realistic") training situations and the real-world praxis full of surprises.</p> </sec> </abstract>