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Abstract Abstract: It has been a long-standing issue and a challenge as well to bridge the theory-practice divide and to practice theories and theorize practice in teacher education. Based on the authors’ years of research and experience in teacher education projects, this paper discusses the problems occurring in foreign language teaching practices such as formularized teaching models and teachers’ limited grasp of foreign language teaching theories, and addresses the issues regarding foreign language teacher education quality and foreign language education disciplinarity. As the practical basis for foreign language teachers, the complexity of foreign language education and the unconformity in its theory and practice are the major causes of the above problems. It is thus essential to reflect on the disciplinary nature of foreign language education and establish an organically coordinated disciplinary system, which can serve as a fundamental guarantee for foreign language teachers to achieve theory-practice transformation and integration.
Key words: teacher education; theory and practice; foreign language education; academic positioning
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