Abstract
ABSTRACT The aim of continuing professional education courses is generally considered to be that of helping the practitioner improve practice. Yet in emphasising the transmission of theoretical knowledge, the improvement of practice often becomes ineffective. The focus of this paper therefore is the theory-practice relationship. The conventional formulation of this relationship in terms of the application of theory to practice is examined and found to suffer from serious weaknesses. These arise from the underlying technical rationality model which sees practice as mere technique subordinate to theory and lacking the status of true knowledge. Using Donald A. Schon's alternative model of ‘reflection-in-action˚s it can be shown that practice can generate its own theory which is both experiential and rigorous. Theory is not necessarily remote from practice and need not be intuitive and unsystematic. This therefore suggests an alternative conceptualisation of the theory-practice relationship. However such an a...
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