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This paper outlines a way of connecting theory and reflective practice in mathematics teacher education. The construct of personal theories is put forward as an innovative pedagogical tool for connecting theory to practice through reflective writing. The cognitive process of "noticing and naming" emerged as way of theorising practice and helped to track a pathway of professional and personal growth. Personal theories highlight how a narrative and reflective orientation to teacher education can enhance the process of learning to teach mathematics by acknowledging the affective factors involved in developing an autonomous mathematical identity. It is argued that connecting theory and reflective practice can be particularly useful in developing a reflective disposition and should begin with eliciting and analysing personal beliefs and theories. [For complete proceedings, see ED500860.]