Abstract
The present study examines two responses by the state administration to address the scarcity of qualified teachers. The first response involves the proposed legal codification of empowering school headmasters to confer teaching qualifications to non-teaching university program graduates.
The second response entails a reform in the initial teacher training programs in university faculties, which emphasizes practical training. The author asserts that the interplay between theory and practice in teacher education is a critical but often overlooked issue.
To address this issue, the author firstly analyzes the persistent historical tension between theoryand practice in teacher training at the university level. The author then highlights three significant social changes that are transforming the teaching profession and its preparation.
Finally, the author argues that the solution to these changes lies not in "de-professionalization through practice" but in the modification of theoretical/academic training, supported by practical experience and a high-quality system of further professional education that enhances the value of practice.