1. Why is it important for all teachers to understand learning theories? (10)
Learning theories offer a perspective on how to explain, analyse, describe and predict learning.
These are central to the practices performed by teachers. Theories allow teachers to engage in
more informed practices within their educational context and they create a space for a critical
analysis of the educational context. This is true as through knowledge humans can reflect on
their own assumptions, which in this case may relate to the practices and procedures involving
learning and teaching.
Learning theories offer different perspectives to learning, which can describe some of the ways
1.1
in which learners may impact their learning. The ‘elected’ constructivist Piaget regarded
learning as an on-going process in which emphasis is placed on the importance of experience
(Davis, Sumara & Luce – Kapler, 2008). In other words, learning is continually being done as
we experience new things and add these experiences to our ideas about the world. Coherence
theories are also said to contribute to a better understanding of how individuals who have very
similar experiences can interpret them differently (Davis et al, 2008). This is particularly
important for teachers who teach a diverse group of students. These students enter the
classroom with similar experiences, but different interpretations. Teachers essentially must
create experiences that not only challenge and broaden the understanding of all their students,
but also teach in a1.2manner that allows the content to resonate with the experiences of all
learners.
It is important to note that an understanding of coherence theory would lead to the conclusion
that it is not appropriate for the schooling context. Therefore, an array of learning theories
needs to be blended in order to target all the needs of the educational context.
All the strategies teachers use in their classrooms daily originate from theories or categories of
theories. The theory is important as some are developed to target specific issues, such as
constructionist theory that is “suited only to the question of how children learn and perpetuate
the social role of students” (Davis et al, 2008: 103). The incorrect application of a theory could
lead to ineffective teaching and possibly not create a space for optimal learning to take place.
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