Ideal and Current Teaching Theory: Analysis and Reflection

This action research project was undertaken to evaluate the difference between the instructional theory as espoused and as practiced by a graduate teaching assistant. The study took place in an elective pharmacy course, involving 3 class sessions and 25 students. The qualitative research methodology consisted of identifying the espoused or ideal theory using self-reflection, journaling, and dialogue with colleagues. The ideal theory identified was "practical": the instructor intended to involve students in the learning process and in the evaluation of the methodology employed. Once this ideal theory was identified, qualitative and quantitative data dealing with the instructional theory as practiced were gathered and compared with the ideal theory. Findings indicated a gap between the ideal espoused theory and the theory in practice. Several reasons, both organizational and personal, for the gap between these two theories were identified. Appendices include session evaluation forms used to collect data, written comments, and results of student evaluation for training lesson. (Contains 11 references.) (Author/ND) Reproductions supplied by EDRS are the best that can be made from the original document.-4