Notice de l'éditrice

Abstract

One can go all the way back to the Greek philosopher Aristotle to find philosophical concerns about what is the meaning of the concept of theory and the relationship between theory, knowledge and practice. What is clear, however, is that even today, scholars are uncertain about exactly how teachers construct knowledge and then link theoretical knowledge and practical situations, both of which are vital components of teaching (Oonk, 2009). The relevance of understanding this relationship emerges in our guest author’s article...