ABSTRACT
Questions and problems of education soon become questions and problems of teacher education. It is not uncommon, and it is certainly understandable, that we turn our attention to the preparation of teachers when we are concerned with the education of the young and with the quality of the schools. When we begin to look at teacher education the issue of "theory and practice" begins to loom large. That this should have become a catch phrase in education stems no doubt from the way we have conceived teacher education. It is almost a universal feature of teacher education programs that they contain four components: general education, specialized knowledge, professional knowledge and practice. 1 Given that these components mean to provide the intending teacher with the knowledge and capabilities to become a professional teacher, teacher education expects the intending teacher to take the knowledge presented, which is often theoretical, and to apply it in classroom practice. It is this expectation, which is suggested by the label "the relation of theory and practice," that is my topic in this work.
