Tertiary Teachers and Theory Avoidance

Abstract

While many tertiary teachers engage willingly with theories to inform their understanding and practice, some seem fearful of theory and avoid engagement. This article analyses theory in tertiary teacher education programmes in one university. It considers the place of theory in the programmes and the selection of theories included; it explores students’ avoidance of theory and outlines some practices used to invite engagement with theory; and it suggests some possible future practices. It concludes that theory has a continuing role in the programmes, albeit one that warrants ongoing discussion and debate.