ABSTRACT
Theories associated with learning to teach emerge from at least two perspectives. Espoused theories are those seen by a profession to guide action and encompass the formal philosophy of the profession (e.g. propositional or explicit knowledge) whereas theories-in-use incorporate those patterns of behaviour, learned and developed in the day-to-day work of the professional (e.g. procedural knowledge and tacit knowing). This distinction originally arose from concern that there was a gap between espoused theories that purport to underpin professional activity and the reality of how a professional behaves in practice. Schon (1987) suggests the latter type more aptly characterises the real behaviour of a professional. Although he recognises the need for professionals to acquire a body of specialised knowledge, he cautions that such knowledge cannot simply be applied in a rule-governed way to guide practice and presents the view that professionals generate their own theories-in-use or personal epistemology of practice, which in turn enables them to ground and validate curriculum theory through their own practice.
