ABSTRACT

This chapter explores the role theory plays in the field of educational research and classroom practice and how conceptions of educational theory can provide insights into the democratic processes at work in English and Finnish teacher education. In Chapter 1 of this book, it was argued that differences in conceptions of educating for democracy would arise because of the differing historical, political, social and economic contexts in the two countries. Discussions in previous chapters have shown that educational practice and approaches to research are not the same in the two countries. By considering the way theorizing education is constructed in England and Finland, we will demonstrate a fundamental epistemological difference focused on conceptions of education as a discipline in its own right and as an amalgam of facets of contributing disciplines. We will show how these conceptions reflect underlying political ideologies, and their combined impact on teacher education and classroom practice.