A significant advantage of the traditional apprenticeship is the integration of learning and working. Once learning is separated from working and formalized in institutions - which is the case in the Danish VET-programmes - motivational problems arise, and transfer of knowledge from school to practice in the workplace becomes a challenge (Aarkrog 2003). In order to solve the motivational issues and improve the apprentices' outcome of the VET training the practice related curriculum thinking has been an important objective in the design of the Danish VET- programs for the past 15 years. In practice related curricula the teaching should integrate work specific practical and theoretical training with general theoretical training. Work specific training is closely related to e.g. the carpenter's, the baker's or the clerk's job performance. General theoretical training includes e.g. language, mathematics or social sciences. Research into these and related issues is international, e.g. (Guile and Griffiths 2001; Gamble 2004; Mjelde 2004).However, existing research has little or no focus on the effects of practice related teaching, i.e. how various forms of practice relation leads to various learning outcomes. This is the aim of the project about practice related curricula.As the first part of the study a pilot study is conducted in 2005 the results of which I want to present at the ECER conference. The aim of the study is to define practice related teaching from at theoretical and empirical point of view.I have chosen a theoretical point of view that seeks to combine action, reflection and experience. Often these are connected in rather idealistic forms as in Kolb's learning cycle (Kolb 1984) which has been criticized by Peter Jarvis and developed into a more differentiated view on learning (Jarvis 1992). Following this line I am inspired by Per-Erik Ellström's model which shows the interplay between thinking and acting at four levels. In connection with practice related teaching the model shows that integration of action and thought or reflection may have various forms from routine and tacit performance to reflective diagnose of problems or tasks (Ellström 2001). In addition the integration of practical and theoretical training is shaped in accordance with the current situation. Jack Mezirow's distinction between instrumental and communicative learning situations (Mezirow 1990) in combination with Michael Eraut's four modes of use: replication, application, interpretation and association (Eraut 1994) are thus used to distinguish between theory used as rules for performing, as arguments for ways of performing or as interpretation and understanding of situations. The aim of the empirical study is to describe and exemplify various forms of practice related teaching in the VET-programmes. The study is based on qualitative interviews with teachers in the programmes for commercial, social and health and technical studies. The interviews are structured according to the theoretical frame. ReferencesEllström, P.-E. (2001). "Integrating Learning and Work: Problems and Prospects." Human Resource Development 12(4): 421-435. Eraut, M. (1994). Developing Professional Knowledge and Competence. London, Washington D.C., The Falmer Press. Gamble, J. (2004). General knowledge and vocational knowledge: and never the twain shall meet? Working Knowledge in a Globlizing World. Oslo. Guile, D. and T. Griffiths (2001). "Learning Through Work Experience." Journal of education and work 14(1). Jarvis, P. (1992). Learning Practical Knowledge. Professionals' Ways of Knowing: New Findings in How to Improve Professional Education. New Directions for Adult and Continuing Education. H. K. M. Baskett and V. J. Marsick. San Francisco, Jossey-Bass Publishers. 55: 89-95. Kolb, D. A. (1984). Experiential Learning: Experience as the Source og Learning and Development. New Jersey, Prentice Hall. Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. Fostering Critical reflection in Adulthood - a Guide to Transformative and Emancipatory Learning. J. Mezirow. Oxford, Jossey Bass Publishers: 1-19. Mjelde, L. (2004). Workshop Pedagogy in vocational Education: Working Knowledge and the Zone of Proximal Development. Working Knowledge in a Globalizing Wold, Oslo, Norge. Aarkrog, V. (2003). Mellem skole og praktik. Fire teoretiske forståelsesrammer til belysning af sammenhængen mellem skole og praktik i erhvervsuddannelserne. København, DPU's Forlag.