In this paper I shall examine the complex relationship between theory and practice in teacher education. I shall argue that perceiving a divide between theory and practice is unhelpful; the two are inextricably linked and it is more productive to think of them as two sides of the same coin. I shall go on to consider the processes such as reflecting, theorising and communicating that mediate between theory and practice in our teaching, and the implications of taking such a view for our teacher education programmes.
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