ABSTRACT
As Munby, T. Russell and Martin (in press) note, the search for a scientific basis for teacher education has led to a considerable growth in the research on the nature of teachers’ knowledge. Many different notions can be found in the professional literature, such as “declarative and procedural knowledge” (Peterson & Comeaux, 1989), “personal theories” (Carter, 1990), “images” (Calderhead & Robson, 1991; Elbaz, 1983), “practical and formal knowledge” (Fenstermacher, 1994), and “craft knowledge” (Calderhead, 1991; Desforges & McNamara, 1979). Moreover, several forms of constructivism have become part of our professional thinking. Researchers within the constructivist paradigm emphasize that teachers can learn to construct meaning in a conscious and systematic way (Calderhead, 1989). In many cases, this
process can and should lead to a reframing of their experiences (Korthagen, 1992; Schön, 1987).
