ABSTRACT
This article examines the professional expertise of teachers by studying the differences in how knowledge is used by experienced teachers who were judged to be expert, novice teachers who were pre-service or first year teachers, and teachers-to-be who had high levels of subject matter knowledge but no classroom experience. The author describes how these groups see and reflect upon knowledge of the classroom differently and what types of knowledge and reflection are most typical of expert teachers (dialogues 8 and 10).
