Monica Squires

The Theory-practice Gap in Education: an Examination of the Practices of the Nominees for Maine Teacher of the Year Monica Squires

There exists a large body of literature referring to the ?Theory-Practice Gap? in education. In the literature there is little evidence supporting the existence of this gap. Researchers assert that this gap does exist. The purpose of this study is to explore whether or not this gap does exist through examining the methods of ten teachers identified by the Maine Department of Education as ?exemplary.? To do this, ten nominees to the Maine Teacher of the Year Program were participants in this study. The subjects were interviewed, surveyed and observed. The author identified five commonly known educational theories from textbooks in educational psychology and compared these teachers? methods and practices to the recommendations of the theories to ascertain whether or not a gap existed between these theories and the practices of these specific teachers. Additionally, participants evaluated their own awareness of theories by name and a second time in practice. The study suggests there exists a gap in so much as teachers are using theoretical recommendations, but are often unaware they are doing so; their teaching coincidentally corresponds with the recommendations of the theories.