Theoretical and practical conclusions: redefining theory and practice in Chinese teacher professional development

The relationship between theory and practice has long been a central concern in teacher education. This article examines how this relationship is conceptualised and communicated in Open Classes and associated professional development activities in China. Drawing on narrative inquiry with three university-based teacher educators, the study analyses how pedagogical suggestions were offered to in-service teachers in the public and evaluative setting of Open Classes. The findings show that what appeared as ‘theory’ and ‘practice’ in these suggestions did not simply correspond to theoretical knowledge or practical knowledge as commonly discussed in teacher education scholarship. Instead, they often operated as concluded and persuasive claims. To explain this pattern, the article develops the concepts of theoretical conclusions and practical conclusions. The article contributes to discussions of theory and practice by extending Schwab’s rhetoric of conclusions, reconsidering authority in teacher education, and distinguishing practical conclusions from teachers’ practical knowledge.