Possibilities and limits of the relationship between theory and practice in initial teacher training

The theory-practice relationship is one of the most relevant and recurring topics in the didactic field, because it is so broad complex and diverse that it is impossible to give it a definitive answer. In this paper, its possibilities and limits are examined within the new framework created by the European Higher Education Area (EHEA), which has caused significant changes in relevant aspects of initial teacher training. Of these, the most salient are increased school-based placement and training in competences. It is concluded that this reform process must be extended to include changes in university classrooms and lecturers. Some possible lines of work to make this change effective are discussed.