The role of theory and practice has been conceptualised in multiple ways vis-à-vis the
development of teachers as reflective practitioners. Reflection has been associated with
theory and practice both as a stimulus and as a response. This qualitative case study is based
on part of a larger study regarding the nature and use of reflection/reflective practice in the
teacher education context. The paper explores the perceptions of teacher educators and
student teachers regarding the comparative influence of theory and practice on the
development of student teachers as reflective practitioners in a teacher education
programme in the UK. Although there is some level of variation in the perceptions of the two
groups of participants, the overarching conclusion seems to be an integration of theory and
practice for imparting and developing student teachers’ reflectivity. The emphasis is on the
inclusivity and interdependence of theoretical knowledge of the teaching learning process
and exposure to practical teaching during the training programmes for a useful preparation
of the student teachers as beginning classroom practitioners. The study has important
implications for the incorporation of reflection in education programmes.
