551 herdsa2005 From face-to-face to blended learning: Issues and challenges in redesigning a professional course Louise Sutherland University of Sydney, Australia l.sutherland@edfac.usyd.edu.au Gerard Marcus University of Sydney, Australia gmar5942@usyd.edu.au Andrew Jessup University of Sydney, Australia a.jessup@edfac.usyd.edu.au Abstract: Te use of case studies is a well-established method of assisting preservice practitioners to relate theoretical concepts to their future professional practice. Using an example in Teacher Education, this paper discusses an enhancement of this approach. From an existing course, an online component was developed to enhance the engagement of preservice teachers in the community of practice of teachers. Te issues associated with the development of the online component are discussed. Keywords: online learning, professional education, communities of practice While a well-developed body of theoretical knowledge underpins all professions, there is for some practising and many preservice professionals an inherent tension between this theoretical knowledge and real world practice. Professional practitioners frequently see this theory as remote and disconnected from practice (Shulman 1998). As the effective work of the professions is grounded in theoretical principles, it is imperative that as part of their education, practitioners begin to develop a link between theory and practice. Yet theory alone is insufficient to work effectively as a professional; professional practice is the application of theoretical knowledge and associated procedural skills in resolving complex issues and solving problems. One challenge faced in a professional education course is promoting students’ deep engagement with relevant theoretical concepts whilst simultaneously assisting them to relate these concepts to their professional work. To help preservice practitioners recognise these relationships, faculties have developed programs where preservice practitioners are introduced to the relevant theoretical concepts and have opportunities to connect with their future profession. Traditionally these opportunities are clinical placements, practicum and internships. Separating practical experiences from the theoretical components of the programs can be a weakness. Since the focus of professional practice is dealing with the day-to-day demands of the workplace unless special provisions are made, many students find it difficult to relate the theoretical