Abstract
Summary This article considers the gap between teaching theory and teaching practice in the context of recent calls for reform in teacher education. It argues that leaping into radical reforms without any apparent understanding of present difficulties is a mistake. It considers current models of teaching, highlighting some of their strengths and weaknesses, and asks what kind of model of teaching competency might narrow the gap between theory and practice. The second section concludes that a competency model which situates teaching in its social context, which takes account of the political nature of teaching and its professional power structures might more appropriately describe the activities of teachers. The third section considers a model of hegemony which provides insights into teaching which do not exist in present models.
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