Theory is a problem in teacher education. Some Teachers reject it out of hand: others, while according it a value, seem to see it as largely disconnected from their own practice. This mens that teacher educators have some reflecting to do:

- Do we all mean the same thing when we talk about theory
- Why do people who say they do not need theory feel that way
- Where does theory come from Who makes it Who owns it
- How does, or should, theory relate to practice
- What kinds of theories do teachers and teacher educators need Which particular theories
- How does theory develop out of practice How can it be developed

This volume, consisting of 15 papers by teacher educators and resarchers, addresses these questions in the context of language teacher education. Although primarily indended for those with a responsibility for teacher education, it will be of interest to any reflective practitioner.