How can the theoretical best be linked to the practical?

I always try to place readings in personal context (i.e. I imagine that I’m in class and that I try to use the ideas introduced in the texts).

This approach demonstrates the power of trainees using their imagination, something that may not always be utilised to the full at tertiary level given the focus on the logical and rational.

Following on from personalisation comes the suggestion of the multiple uses of texts approach. As with reading comprehension tasks and personalisation, this suggestion reflects common practice for the teaching of reading and has echoes of the 'change the task not the text' approach to the use of authentic reading material. In this instance it would seem that this trainee has also internalised some of the prescribed readings:

One text could be used several times for different types of talks and skills development.

Nevertheless, the same trainee cautions against overuse of the texts, aware of the very real-world consequences of such practice, namely student boredom and lack of interest: one text should not be overused because students can get fed up with it

.

As with the main Research Question, we find that trainees advocate the primacy of the practical: [p]ractical experience should […] serve […] as a starting point – by teaching…(experience ), or [i]f something (a practical [ something]) works really well, point out the principles behind it.

Should theory be dealt with, it should be the practical application that is emphasised by, for example telling the theoretical points and then show[ing] these in practice or by analysing situations to which a certain theory can be connected. When addressing theoretical considerations, the underlying principle should therefore be that:

[i]n every theoretical aspect there has to be a discussion on how it can be used

To do this use can be made of demonstration or examples, e.g. watch […] video footage and then talk about it, or by giving a practical example for theoretical material. However, such use must be accompanied by the proviso that the theoretical and practical are to be used only [i]f they are connected and relevant to each other. A very real consideration for trainees is that the trainer maintains a sense of realism so that trainees are told what CAN be used and what is impossible because trainees with no or minimal experience are often overwhelmed by the prescribed readings and lacking experience have often have limited awareness of what is a realistic proposition and what is not. A means for trainees to overcome such limitations could be by linking the two [theory and practice] together in situations which include proper practising exercises, put into context that fits the students. To return to Research Question 3 this could involve the use of [p]eer teaching sessions for example. Additional possibilities, pertinent to the current Research Question could mean utilising practical articles to be read.

The ultimate arbiter is whether something works for the trainee teacher. Trainees therefore saw the value of trying things out for themselves because [p]ractice is always needed to be able to understand the theoretical. It is not enough to have a positive knowledge in methodological questions, by which is meant that theoretical knowledge alone is insufficient. This can be achieved by giving the students tasks in which they themselves have to transfer this to that, that is make use of the theoretical knowledge for a practical application. Once again, in contradiction to data won via other Research Questions, the […]

given topic for peer teaching[…] is advocated as a means of achieving this. Trainees propose the likes of [t]rying out […or] using the ideas we read about in the peer-teaching; choosing ideas that match our personality and collect them to be used later or also [b]y creating an opportunity for candidates to perform “fake” practices (peer teaching sessions for example).

The process of trying something out serves not only to prove whether a given activity works or not, but also whether it is appropriate for the trainee:

[o]ne has to try the theory in real life –whether it fits the person, whether it works

This recognition on the part of the trainee shows a welcome level of maturity and awareness that the success of a learning activity is more than a question of it 'working' or not.

Trainees and trainer alike should be sufficiently aware that success also depends heavily on the delivery of any given activity and that in turn depends heavily on the extent to which a teacher feels comfortable with the activity in question. A common characteristic of the various teachers', publishers' and educational conferences the author has attended is the search by many participants for a 'first-thing-Monday-morning-activity'. While this is reasonable of itself, it exposes the fallacy of activities which are said to be good for teachers of all hues.

However well such ideas are sold, adoption of someone else's activity should be done only after having considered whether it fits rather than just whether it works.

Linking the theoretical and the practical can also be done by talking about and sharing experience. The suggestion that personal stories & experiences are relevant here supports the data revealed under the rubric of Research Question 2. This type of talking and sharing referred to is inclusive of trainees and trainers as both parties are called upon to talk and to share:

[t]hose who teach can tell the groups about their experience, others also about their learning experience

While the possibility of a dichotomy between those who teach and others may be misplaced, it has important methodological implications here that the learning experience is included. This is an indication on the part of a trainee that teaching and learning belong together. Despite a reluctance to address theory on the part of many trainees, there is also recognition that since methodology is a theory in itself, it is only [by] sharing experiences that [there] seems to be a link.

Trainees make it clear that the course should establish clear links to the contents of the readings. Given that many of the readings are considered overly theoretical, trainees propose [c]omparing theory to real-life situations. This can be achieved if

[t]he methods used in the peer teaching etc […]reflect the content of the readings.

MN Reflection on Action in action

Nevertheless,despite my efforts to link classroom content to the content of the readings, students input was minimal. I have already reconsidered the approach to the readings – sharing rather than reading all – and will offer this option today. Likewise, I need to be more concrete, i.e. have hard copy worksheets in the review stage of the readings, and I need to focus on practical extensions that make use of the material/s read. This I can do, perhaps by making use of the texts which are not given as readings.

As with previous trainees state a clear preference for texts which are clearly practical in nature. However, given the nature of the readings, this is not always possible or appropriate, and so I need to be pro-active in terms of making the readings, they are compulsory readings after all, more accessible and more inherently relevant to the needs AND wants of the trainees.

Alternatively, exercises […] as well as games and activities in connection with the methods mentioned in the reading, or activities which are connected to the theory could be devised. However, a more proactive approach would see the trainees encouraged to bring a sample exercise for each class based on their readings. The rationale for which would be to demonstrate the understanding of the techniques and methods [from] the article read for that lesson. This is a further example of trainees taking some of the responsibility for their own learning, as is taking this proposal further when [s]tudents […] try out in practice what they were reading about. Specific examples suggested could involve demonstration [when…] the students can be asked to bring in different kinds of test, then we discuss them and the theory

behind them in class (or the students can be asked to make coursebook evaluation which I find quite useful).