The relationship between practical pedagogy and psychological theory may, in a sense, be likened to the relationship between clinical medicine and physiology. A knowledge of the latter, even the most consummate, does not yet make a doctor; without this knowledge, however, the practice of medicine is impossible, since it would have no foundation. In the same way, knowledge of psychology in itself does not make the psychologist a teacher, an educator, or a psychotherapist, although in all these cases such knowledge is necessary since it contains information about internal processes, structural characteristics, and, finally, the weak points of the "material" to which educative and corrective efforts are applied.
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Bratus' et al. (1983) studied this question.