This monograph discusses the relationship between theory and practice in teaching, suggesting that the two concepts are falsely and erroneously separated and exploring what an alternative conceptualization might look like in teaching. The first section considers the critical notion of teaching and includes discussion of the concepts of conception and execution, embeddedness of theory and practice, the scientific view of teaching, and reflection-in-action in teaching. The second section discusses an openly ideological view of teaching, addressing the development of a critical perspective. Examples of this perspective are illustrated in the third section. References are included. (CB)