Developmental theory and teachers' practice

Central to this paper is the question: do teachers have to use developmental theory? The discussion is in three parts. In the first two parts, two reasons for a negative reply are examined. The first reason (practice precedes theory) is shown to have support in educational discussions but is rejected on three counts: the tacit basis of knowing, the theory-laden nature of observational judgments and the prevalence of developmental aims in education. A second reason (practice has a priority over theory) is also shown to have reasonable backing, since theorising is itself a practice. There are two counter-arguments. Firstly, it is an open question whether one practice can or must be used to improve another distinct practice. Secondly, the use of theory in reflection on practice is necessary for the proper characterisation of skilful practice. In the final Section, it is argued that the specific character of teachers' practice has yet to be explored systematically. Three different interpretations of the notion of development-taken from common sense, psychometric theory and develomental psychology-are shown to be present in recent educational discussions. Reflective practice is necessary for their elaboration and evaluation.