From Learning Theory to Classroom Practice: Insights from SK Ulu Dusun Teachers in Sandakan

Abstract

The present study investigates the understanding and integration of educational theories into the pedagogical approaches employed at SK Ulu Dusun. The primary objective is to assess the level of teachers' familiarity with and utilization of these theories, as well as identify the specific problems encountered within this educational context. Qualitative interviews with a diverse group of participants have revealed that the research findings show a range of familiarity with educational theories among instructors. This spectrum encompasses varying levels of understanding, from a clear and conscious awareness of behaviorist theories to a more instinctive and natural utilization of the concept of multiple intelligences. The research reveals that educators actively incorporate these theories into their instructional strategies in diverse and flexible manners but encounter notable obstacles such as limited resources and difficulties in engaging students. The findings suggest that there is a requirement for improved professional development and assistance for educators in the successful implementation of educational ideas. This research enhances our comprehension of the implementation of educational theories in practical teaching contexts, highlighting the significance of striking a balance between theoretical knowledge and practical flexibility within various educational environments.