Value and usefulness of theory in teaching and teacher education: perspectives of teacher educators

Abstract

This study examines how teacher educators at universities, teacher seminars, and schools conceptualize and use theory - defined broadly as scientific professional knowledge, including theoretical frameworks, empirical research findings, and evidence-informed orientation - in their mentoring and teaching practices. Using a praxeological-sociological approach and documentary method analyses of interview data, we reconstruct the implicit beliefs that guide educators' actions when mentoring pre-service teachers. The findings reveal four variations of theory-conceptions, differing markedly in how theory is conceived of, valued, and incorporated in mentoring. These divergences show inconsistencies across institutional sites of teacher education and may shape the extent to which pre-service teachers can develop theory-informed professional competence. The study highlights the need for targeted professional development for teacher educators and stronger program-level alignment to better integrate theory and practice in practical placements.