ABSTRACT
In research on teacher cognitions, the metaphor ‘theory’ is often used to conceptualize the teacher’s action-relevant knowledge. Many researchers consider ‘theory’ as the research guiding metaphor for the object under study i.e. teacher cognitions. This metaphor is specified as ‘personal’, or ‘subjective’ theory. The reasons for and against the idea of an analogy between teacher knowledge and scientific theory are discussed. The main objection against using the theory metaphor is that the criteria of scientific rationality and the criteria of effective action are different. Two possibilities of overcoming the limitations of the theory metaphor are discussed: To extend the meaning of ‘theory’ or to dismiss the theory metaphor in favour of psychological concepts about teacher knowledge.
