ABSTRACT
This chapter describes the limitations of traditional approaches to training and proposes specific, alternative forms of training that allow teachers to design and experiment with the types of educational gestures. It utilizes the expression 'epistemology of action' to describe the dynamics and processes by which professional communities, for instance, in schools, relate to, transform and mobilise habits of practical action through a deliberative activity that takes the form of a collective inquiry. Thinking of educational frames of reference in terms of metaphors rather than models means admitting these various characteristics. It helps consider new aspects of professionalisation and investigate the emergence of experiential knowledge along new lines. The process of professionalisation is mainly considered from the perspective of catalogues of skills. The contemporary practice of initial and continuing teacher training is largely determined by curricular standards that take the form of skill lists.
