INITIAL TEACHER-EDUCATION AS PRACTICAL THEORIZING - A RESPONSE TO HIRST,PAUL

This article explores an approach to initial teacher education which e mphasises the process of 'practical theorising' as the context in whic h educational theory can contribute to this professional education. Th e practical theorising approach is exemplified by reference to the Oxf ord Internship Scheme, and the article focusses especially on argument s against a practical theorising approach presented by Paul Hirst in a commentary on the Oxford scheme. These arguments are concerned with: the need for a public rationally defended consensual body of professio nal knowledge; the unreasonable demands which a practical theorising a pproach makes of student-teachers; and the perceived failure of a prac tical theorising approach, at least in the Oxford context, to differen tiate adequately among different kinds of theory and their place in in itial teacher education.