The attempt to unite theory and practice in the education of English teachers has taken many forms: courses in which theoreticians attempt to illuminate the practice of professional teachers or student teachers; situations in which teacher-education faculty cooperate with teachers, student teachers, and the community, in order to make programs more responsive to community needs; and instruction in which school-based apprenticeship is stressed. Until research can provide a firm base for the structure and content of methods courses, professionals must rely on their own judgment as to the placement of emphasis. An adaptation of Lee J. Cronbach's research paradigm, used at the University of Northern Iowa, Cedar Falls, maximizes the transfer of educational theory into teaching practice. English education majors, exposed to the practical experience of student teaching, are also provided with the opportunity to discuss the teaching encounter on a theoretical level, within a classroom setting. Plans for a future course, which will combine the disciplines of English education and educational psychology, are also outlined. (KS)