Search results for: Knight Rupert

This article reports on the developing conceptions held by a group of postgraduate student teachers about the relationship of theory to classroom practice in learning to teach. The authors capture participants’ preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The students saw theoretical knowledge as preparation for the classroom and something to be applied in practice. As newly qualified teachers, the participants not only see theory as integral to their practice, but recognise the important, largely unanticipated, role of the university in this process.