How does professional work in your field blend theoretical principles (abstract ideas that must usually be learned through focused study) and practical applications (day-to-day skills that must usually be developed through hands-on work)?

Many individuals concentrate on what they are supposed to do in their workplace and forget integrating theoretical principles with practical applications. In the preceding few years, especially in my professional field (teaching), there has been a great discussion about the importance of helping professionals blend their work with theory and practice. There was a need to assist Englishteachers integrate teaching English with educational, theoretical principles with practical experience. This would boost English education and enhance the students’ listening, reading, writing and speaking skills. This paper discusses how professional work in the field of teaching blends theoretical principles and practical applications.

One of the major dilemmas in teaching English is blending theory and practice. Teaching is usually too theoretical and, therefore, has little room for practice. However, the teaching profession has evolved recently. Teachers have seen the importance of blending theory and practice in their teaching. Teachersnow focus on practical issues which concern their own functioning in, and classroom management. They employ the reflection component which is a central tool in teaching. Theory is an integrated part of the reflection. Teachers reflect on the practice through the use of professional knowledge and rational decision skills(Alderson 9). This is termed as reflective teaching. The subject matter, knowledge, is translated to promote student’s understanding. Teaching English also emphasizes the submission of particular training strategies that have been suggested by research on teaching. Furthermore, teaching English gives priorities on teaching that sensitizes the students’ thinking, interests and patterns of developmental growth. Teachers also employ a social constructionist version that emphasizes reflection about the political and social context of schooling, as well as, the assessment of classroom actions for their ability to contribute towards social justice, equity and humane conditions in society and schooling.

During their university days, students in the teaching profession learn a lot of theory about teaching. For example, students are taught how to manage classrooms, how to create a favorable learning environment, how to keep learners motivated, how to ensure that all Maslow’s needs are met, in regard to the students among others. These are among the many theoretical principles that are impacted to student teachers(Mackey 11). During their teaching practice or teaching occupation, self-consciousreflection ispromoted, rather than focusing on evaluating student’s classroom performance. Teachers build a culture of professionalism among students. This overcomes the lack of commitment and students work for knowledge rather than a search for certificates. Teachers also impact skills to students such as public speaking, communication skills, decision making, confidence and building self-esteem. After teachingsubjects and topics like communication skills, teachers give students a chance to practice them by organizing group discussionsinto practice and; as a result, skills are enhanced.

There is a relationship between teacher education and classroom teaching.English teachers are able to put into practice the knowledge they acquire in training. Teachers make use of group work settings. Students of English are given opportunities to produce their own tasks, which are subject to evaluation. The responsibility of the English tutor is to impact skills and knowledge to students and,thereafter, give the learners achance to put into practice what has been taught(Brown 10). For example, when English teachers teach about writing a composition, there are guidelines which the students learn. Thereafter, the students practice the taught skills by writingessays and compositions. English teachers combine the explicit teaching of grammar with communicative and meaning-oriented tasks. One of the models through which English teachers achieve this is through skill-mastery. Teachers teach grammar rules systematically, inductively or deductively, then; they practice them in meaningful and communicative tasks in order to facilitate the rules application.

Teaching methodologies have evolved from structure-based approaches (for example audio-lingual and grammar translation) and teacher-centeredto a more learner-centered, meaning-based approaches, inclusive of task-based learning and communicative approach. Teacher-centered approaches are emphasizing a passive transfer of knowledge from teacher to student. Student-centered approaches seek to engage students in active learning in ways that are important to them when they are outside the classroom(Nunan 14). In addition, communicative approaches to English teaching put stress on what learners know and can do with the language. Student-centered learning is the basic principle of communicative language teaching. English teaching builds learners’ strengths and experiences,as well as teaching them how to use particular learning strategies to achieve their goals.

Another way in which professionals in the field of English teaching blend theoretical principles with practical applications is by focusing on the skills, needs and attentions of students, while presenting learning experiences that promote choice, cooperation, autonomy, metacognitive awareness, collaboration and meaningful communication(Seedhouse 17). English teachers also provide opportunities for students to use the language to negotiate meaning with teachers and their colleague-students in project work, group work and task-based interactions. In the process, teachers become models to the students: provide guidance and feedback on the work progress. Teachers also facilitate students’ groups and pairs and also create learning opportunities that reflect actual tasks in the lives of students.

Blending professional teaching with theory and practice involves using techniques that enhance a sense of self-worth, and competence among students(Brown 8). Teachers persuade students to take ownership of their learning. Students are given explicit instruction in language skills and the content needed,as well as, the strategies for gaining such knowledge and skills. There are specific ways in which teachers promote learner theory and practice integration in English teaching. They promote interaction among students, connect learning with whatoccurs in the daily lives of students, teach learning strategies in an explicit manner, and also use native language when appropriate and possible to enhance student’s understanding of the content.

By commencing with the experiencesof students, teachers engage students in the learningexperience. As highlighted above, reflection is a way of blending theoretical principles with theoretical applications in the field of teaching. Although in teaching theory and practice are perceived as unrelated, theory is relevant in helping students understand their practice. Practice needs theory and vice versa. Practice can be said to be functioning as a laboratory where theory is experimented. English teachers ensure that what is taught in class is practiced by the students and this enhances understanding. Students are also able to relate what is learned in class to what happens outside the class.

Work Cited

Mackey, Julie.Blending real work experiences and virtual professionaldevelopment.ProceedingsasciliteMelbourne, 2008.Web. 30^th July, 2014.

Brown,Douglas H.Teaching by principles: An interactive approach to language pedagogy(2nd Ed.). White Plains, NY: Pearson. 2001. Print.

Seedhouse, Paul.The interactional architecture of the language classroom: Aconversation analysis perspective. Hoboken, NJ: Wiley, 2004. Print.

Alderson, Charles. Bridging the Gap between Theory and Practice.3^rd May 2009. Web. 30^thJuly, 2014.

Nunan, David. Task-based language teaching.Cambridge, England: CambridgeUniversity Press. 2004. Print.

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