This article deals with the connection between theory and practice in the context of a further education programme (FEP) (KigaDance) for nursery teachers based on contemporary dance education. The evaluation of the FEP had a programme-forming objective within the meaning of a formative evaluation. The applied method included data collection based on non-participant observation of the teaching units over a period of 15 months along with interviews and questionnaires. The participants were 12 nursery teachers (11 female and one male) between the ages of 18 and 48 years. During the evaluation process, several questions regarding the appropriate combination of the theoretical and practical phases emerged. Four categories (e.g. the category 'need for didactic reduction') were identified through qualitative content analysis, all of which highlight the challenges inherent in linking theoretical and practical learning content within the FEP. Taken together the data indicates that reflective phases, which take place at the end of each unit, turned out to be most effective and meaningful for the participants.