In dealing with the relation of theory and practice in the system of further education of teachers the author has in mind a two-way activity, i. e. the efforts exerted by theory to help practice as well as the sensitivity of practice to theory and the willingness to accept theory. She analyses the problems involved in connection with the current requirements resulting from the reform of the Czechoslovak education system. She asks a number of questions: what it means for theory to be prepared for being assimilated into practice more effectively; how scientific knowledge actually gets into the teacher’s work; what means are to be used develop the teacher’s abilities to analyse real educational and character-building situations and to activate the teacher’s professional thinking about their own practice and other questions. She emphasises the demand that textbooks, handbooks, control as well as supervision of the teacher’s work correspond to the level of present-day pedagogical theory.