If we are looking at the question ‘How can we theorise better?’, then we need to start by looking at the idea of theory. In fact theory is a slippery concept. So what then is theory? I address this and other questions in the following sections:

• • What is the problem with theory?

• • How theory appears in different types of research

• • What is a theoretical contribution and are we making one?

What is the problem with theory?

The problem with discussing theory is that many of us have different ideas as to what theory is and rather than get to the root of these differences we end up avoiding discussion of theory altogether. Thus, the request to be more theoretical in an article, thesis or dissertation can cause unease, even panic, especially for those in practice disciplines such as education. Kiley illustrates this point by citing a doctorate student looking back on the experience of being examined in a viva: ‘people kept asking me about my theoretical perspective, but I didn't have a clue what they were talking about’ (2015: 57).

Rather than being flummoxed by the request for theoretical insight, we could, of course, reject such a request as out of order. After all, most of us who see ourselves as part of an education research community accept the idea that our work should be practical and inform practice, rather than address theoretical questions. To back this up, there is a long tradition that argues what matters to the practitioner is not formal knowledge of teaching, but practical know-how, in particular an understanding of what to do in a new situation by calling up, and reflecting on, past experience. Moreover, the search for theoretical alignment can seem off-putting or even dangerous as it appears all-encompassing. For example, practitioners fear being characterised as aligned to cognitivist, social constructivist or behaviourist positions as they know that their practice is varied and what they do in the classroom is tailored to circumstance.