本研究以杜威（1904）的文章《教育理論與實務的關係》為立論基礎，探討教育理論應如何與教育實務銜接的問題。此文中，杜威從師資培育的角度出發，分析了「學徒制」與「實驗制」兩種不同的師培方式，並說明為何「實驗制」優於「學徒制」。文中，杜威提醒我們，師培教育面臨的最大挑戰是培養能獨立思考與探究問題的教師。杜威的見解相當獨到，有助於我們釐清理論與實務之間應如何建立適切的關連，也幫助我們破除一些相關的迷思。同時，杜威的論點亦能激勵我們重新思考「何謂良師」以及「如何培育良師」。本文企圖以杜威的觀點作為論述的基本架構，並結合最新的實證研究結果，以及筆者平日對教育問題的觀察與省思，希望能為目前師資培育所面臨的理論與實務問題提供一些反思。

This paper examines John Dewey’s 1904 essay, “The Relation of Theory to Practice in Education” and addresses the question of how to integrate theory and practice in education. In this article, Dewey approached the question by looking at the two models of teacher education in his time: the apprenticeship and the laboratory model. Preferring the laboratory model, Dewey claimed that the most challenging task for teacher education is to cultivate independent thinking and a spirit of inquiry in future teachers. Dewey’s insights into teacher education can help us reconsider what it means to be a good teacher and how to educate future teachers. Overall, this paper employs Dewey’s views as a theoretical point of departure, combining with my own observations and reflections, in order to shed some lights on the current problems of teacher education in Taiwan.