Presents the conceptualizations (systems analysis) on which a particular task was modeled, details the way in which the theoretical framework was translated into practice, reports briefly on the methodology employed, and demonstrates the success of the analytic tool adopted. (Author/IRT)

One Australian teacher education program was challenged to transform theory into practice in a period of retrenchment, through self-analysis and pedagogical change. The context in which this transformation occurred and the approach taken in making changes are discussed. (MSE)