Theory and practice have been important components of teacher education since these programmes became systematized in teachers colleges in the early nineteenth century. Forms of theory were first introduced into programmes for preparing teachers in order to modify an emphasis on the craft of teaching. Prior to this, in countries such as the United Kingdom, teacher training consisted mainly of “observing the system by which children were taught" (Seaborne 1974). As teacher education became established in colleges and later in universities, the role of theory became increasingly important and is now regarded as indispensable in any professional education. The nature and role of theory in teacher education has changed since it first became part of college programmes. The nature of practice and its relationship to theory have also changed. During this time there has been a continuing debate among teacher educators, teachers, and researchers concerning the nature, role, and relevance of theory in the education of the teacher and its contribution to the process of learning to teach (Dewey 1904, 64; Woodring 1975; Zeichner 1988; Feiman-Nemser 1989).