In order to understand prospective teachers' learning in practice in teacher education programs one can make a reference to Lave and Wenger (1991). One part of a teacher education program is the practice students have to do as a part of their practicum. This practicum is usually part of a school based experience for prospective teachers. In many teacher education programs the arrangements of training are inspired by the ideas of learning by Lave and Wenger. What these differnt programs and practices refer to is what the prospective teacher is preparing for, the practice of teaching. On the other hand we also know that every prospective teacher already has been introduced  to a spesific view of learning (and teaching) through their own time as pupils in schools. In the prespective of learning a skill, we often use the simple rule that it takes ten years of intensive training in a spesific skill, aproximately ten thousand hours, to become an expert. Pupils living in European countries are likely to have the right to thirteen years of schooling. This means they already have gone through a long period of training in the skill of learning (Lortie, 1975). Of course this does not authomatically transfer as having a preconception of teaching, but it is possible that the "expert knowledge" about learning aquired in school has developed some preconceptions about teaching. One may even imagine that some pupils while in school, begin to percieve the teachers' teaching through legitimate peripheral participation, seeing themselvs as prospective teachers sometime in the future. This means that they will start on a teachere education program with a strong preconception about teaching. This argument, refering to reflexive structures (Luhmann, 1982) in education makes it visible that there are mechanisms in learning the language of teaching that concerves the practice of teaching. With Korthagen and Kessels' words "students in teacher educations do have preconceptions about learning and teaching (Wubbels, 1992) but these notions often do not agree with the theories thought in teacher education programs. Preconceptions show a remarkable resistance to traditional attempts to change them... " (1999, p.5).

On the other hand in many teacher education programs the main part of the training to become a teacher is taking place on campus. This part of teacher educacion is usually more oriented towards teaching and learning related to written texts, research texts or researched based texts about education. Thes texts both represent research that is constructed as if it is of importance for the work of teacher and serve as a model for prospective teachers thinking about teaching and learning, and school, and the way school is represented in research.

What I have argued this far opens up to different perspectives on teacher education. Either, viewing teacher edication as a reflexive structur of education that is, view teacher education as educating education, or viewing education as a practice for the dissemination of truth. Making truth the core object of educational practice may actualize a shift from understanding education as a work related to the understanding of education as an action (Arendt, 1958). If education solely relies on truth as it core object, one may recognize that this have implications for educating teachers. John Rawls wrote: "...truth is the virtue oof systems of thought (1971, p.3). My argument is that these two different perspectives on teacher education results in different judgemets about the relation between theory and practice. If truth is made the core object, educational thinking has been given more value than educational acting. This study will follow this type of polarization of education.

Research question in methodology!

Arendt, H. (1958). The Human Condition. Chicago: University of Chicago Press. Korthagen, F.A.J., & Kessels, J.P.A.M. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. In Educational Researcher 28:4. Korthagen, F.A.J. Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education 26 (2010) 98-106. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Luhman, N. (1982). The Differentiation of Society. New York: Columbia University Press. Rawls, J. (1971). A Theory of Justice. Cambridge: Harvard University Press. Schön, D.A. (1995). The Reflective Practitioner. How Professionals Thinks. Great Britain: Ashgate Publishing Limited