How can teacher education seminars be arranged in such a way that theory is integrated with student teachers' practical experiences? In order to study this key question, we first present a theoretical framework on the sources of teacher behaviour, and discuss its implications for practices within teacher education. Next, we describe our development research study, which led to the identification of three approaches that can help to integrate student teachers' experiences with theory. We introduce a five-step procedure characteristic of all three of them illustrating each approach with real-life examples of interventions and their effects.