ABSTRACT
Teachers have few opportunities to stand back from the hectic demands of the classroom and to reflect on their practice in a sustained and systematic manner. The potential value of such considered and critical reflection to both practitioners and researchers in education has been underrated, but some recent studies of the identification and utilisation of professional craft knowledge have sought to remedy this neglect (Schön, 1983; Boylan et al., 1988; Brown and McIntyre, 1989)
