Abstract
D.Ed. (Education Management)
The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers,
the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between
the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe
this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable
practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practice oriented training); the problem regarding the choice of a properly founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic situations. Emanating from Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers, the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practiceoriented training); the problem regarding the choice of a properly
founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a
training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic
situations.