Making a Theory a Lived Theory

In this chapter, we propose an explanation and a possible answer to why overcoming the so-called theory–practice divide seems difficult. Analysing eight preschool teacher interviews from a study conducted as a researcher–teacher partnership in a Swedish preschool, we explore the characteristics of a lived theory by the practitioners and how this is expressed in terms of teaching early arithmetic. The interviews reveal two essential factors in developing a lived theory: (i) experiencing a new object of learning and (ii) experiencing tools for the future. This finding is relevant to preschool teacher education in two ways. First, it draws attention to the notion of theory and its application to educational practice. Second, it highlights the necessary transformation of theory through trial and contestation of teaching principles in real situations. The challenge for teacher education is facilitating this transformation in terms of time and reflective support, and seeking opportunities to engage with a limited portion of teaching content in iterative cycles.