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The theory-practice gap: epistemology, identity, and education.

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Title: The theory-practice gap: epistemology, identity, and education.
Authors: Roth, Wolff-Michael, Mavin, Tim, Dekker, Sidney
Source: Education + Training. 2014, Vol. 56 Issue 6, p521-536. 16p.
Subject Terms: *Employee training, *Teacher education, Praxis (Process), Social reality, Airline industry, Theory of self-knowledge
Abstract: Purpose – 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. Design/methodology/approach – 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. Findings – 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. Practical implications – 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. Originality/value – 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. [ABSTRACT FROM AUTHOR]
Copyright of Education + Training is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: The theory-practice gap: epistemology, identity, and education.
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  Data: *<searchLink fieldCode="DE" term="%22Employee+training%22">Employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Praxis+%28Process%29%22">Praxis (Process)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+reality%22">Social reality</searchLink><br /><searchLink fieldCode="DE" term="%22Airline+industry%22">Airline industry</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+self-knowledge%22">Theory of self-knowledge</searchLink>
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  Data: Purpose – 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. Design/methodology/approach – 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. Findings – 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. Practical implications – 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. Originality/value – 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education + Training is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=99125365
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        Value: 10.1108/ET-11-2012-0117
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: Praxis (Process)
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      – SubjectFull: Social reality
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      – SubjectFull: Airline industry
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      – SubjectFull: Theory of self-knowledge
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              Text: 2014
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