Abstract
The article analyses the problems and limitations associated with the concept of theory application embedded in the current training model of teacher preparation in Singapore, and in so doing, argues for a better way of understanding the role of theory in teacher preparation. It contends that relating theory to practice is inferentially complex and cannot be straightforwardly construed as a technological application as the concept implies, and that apart from the instrumental use, there are non‐direct yet basic uses of theory which are highly significant if pre‐service teachers are to become well‐informed and morally‐sensitive professionals. The role of theory is not only to assist in the training of pre‐service teachers in skills and procedures, but more importantly, to educate them more widely about the complexities, intellectual and moral nature of classroom practice.
Published Version
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