The question of relations between theory and practice are ancient and as tensions between knowledge forms they keep making philosophical and ethnographical grounds for wondering i.e. how knowledge is practiced, what counts as knowledge and how other practices of the relation are valued. Related to a prominent representative the teacher education illustrates different culturally embedded ways of understanding how study and work courses work emphasize different aspects of any education and generally manifests the philosophical and didactical questions of what, how, why and when to learn and teach. Looking closer at a teacher education, particular aspects show varieties of life modes studying, practicing, institutionalizing, and researching what ‘being a teacher’ is and how this is embodied as habits, routines, and intuitions. To map out a general picture of these configurations this paper presents an analytical model of topos and logos constructed to illustrate how students, lecturers and supervising teachers, schools, programs and educational literature perceives becoming a teacher in relation to different forms of knowledge, life modes, habits and theory and practice relations. This analysis leads to conclude, that cultural life modes embody diverse knowledge forms that strive for the recognition of each other, and that their mutual independence is overseen. This gives rise to suggests that institutions, teachers, supervisors, and students from a meta-didactical perspective could overcome some of the misunderstandings that lead students to drop out and create tensions between placement and college, namely how one another practices and perceives the relations between theory and practice. In a theoretical framework of Aristotle (1999), Højrup (2003) and Merleau-Ponty (2000, 2002) I analyze the qualitative data of two teacher students and their supervisors on how different knowledge forms are cultural embedded in life modes and how they are bodily anchored. As a part of my PHD dissertation Theory and practice in teacher education – knowledge forms, culture and embodiment (Knudsen 2012) this article focusses on: • How knowledge forms are embodied and illustrate how different cultures structures the means, ends, causes and effects of a teacher education. • The sketches of a theory and practice didactics that systemizes and illustrates how different sites, institutions, tasks and work call for different models of theory and practice.
Kropslighed; Kundskabsformer; livsformsanalyse; Teori og praksis