Abstract:

For years there has been a giant gap between theoretical knowledge and practical cases in teacher training. Frontline teachers are often not interested in the theoretical knowledge imparted by training, but if the training only stays at the introduction of case experience, it will not help improve the professional level of frontline teachers. The crucial solution to this problem lies in the “interaction” between theory and practice, which refers to training experts to practice initiatively and then lead teachers to theory. This mutual entry can be achieved through the “double leap-over” mechanism. Training experts need to leap from theory to practice, so as to select relevant training cases in a targeted manner based on theoretical knowledge; then lead the trainees to leap back to theory based on the cases, and guide teachers to gradually understand the theoretical knowledge hidden behind the cases. In this way, it is expected to overcome the gap between theory and practice in teacher training.

Key words: teacher training, theory, practice, double leap-over