2003．第31卷第1期（Vol. 31 No. 1）．pp. 124
Educational Administration Practicum: Establishing a Bridge Between Practical and Theoretical Knowledge
譚偉明（Frank Wai-Ming TAM）
After a century of development, educational administration is still far from the target of developing its own theory base, yet its achievement has been impressing. However, some academics think that theories in educational administration are useless in solving current school problems. Some even suggest that the application of administrative theories in education may contradict the aims of education. Viewing from the actual operation of schools, the theories of education administration as outlined in textbooks are often accused of being too abstract and impractical. On the other hand, the experience accumulated by school administrators often remains at the practical level, and cannot be generalized to the theoretical level. If these are the case, does it mean that theories of educational administration are meaningless to school practices? How can the two be pulled closer together? The present article attempts to employ Michael Polanyi’s concepts of tacit and explicit knowledge to explain the arguments behind the debate between theory and practice, and suggests the possibility of learning in practice. The article also uses educational administration practicum as an example to argue that in order to empower school administrators to enter into action learning, school administrators should be encouraged to enter into a dialogue with themselves and with other people.