“There is Nothing More Practical Than A Good Theory” (Kurt Lewin). “Good” theories are distinguished by being part of a progressive and advancing research programme, while “bad” theories are associated with a regressive research program.

“There is Nothing More Practical Than A Good Theory” (Kurt Lewin) - True or False?

https://www.sciencedirect.com/science/article/pii/S0166411508600643

A mon avis,, si l'enseignant adopte une posture réflexive par rapport aux pratiques enseignantes en vigueur, il pourrait émettre de nouvelles hypothèses en fonction de son public ( l'âge, le contexte micro et macro, ...) ou pourquoi pas développer de nouvelle théories, du fait de l'avancée dans les différentes disciplines, s'il envisage d'adapter ce qu'il fait par rapport à ses partenaires.

Any learned person can formulate hypothesis or theory, but they should follow certain scientific rigor. In fact, hypothesis, theory, and law, are three very different types of reasonable or scientifically acceptable statements offered to explain natural phenomena.

A supposition, an assumption, or a guess that is not supported by observation is called a conjecture. However, if the conjecture is formulated based on some observation, it is called a hypothesis. A hypothesis means it is still in the process of active testing; it may or may not be correct. Once the predictive phase has been carried out and there are enough experimental evidences to support the hypothesis, it would be called a theory. The theories that have survived many confirmations and not falsified by convincing and repeatable experimental evidences may eventually get the status of a ‘law’.

If you are doing research, you are be definition developing hypothesis and theories. When you teach your subject, those hypothesis ans theories color the worldview that you pass on to your students. The beauty of being a professor is that you are allowed to profess.