ABSTRACT
This chapter outlines the global and local challenges of initial teacher education in the dichotomy between theory and practice. The theorisation of practical knowledge as an antidote has been a half-century-long endeavour to fill the gap between theory and practice. The first chapter in this book aims to scrutinise the academic discourse of teachers’ practical knowledge and its critical role in teacher education reform. By analysing the genealogy of research and studies on teacher practical knowledge, a theoretical framework emerges for the following five sub-studies. Finally, five methodologies to probe pre-service teachers’ practical knowledge are elaborated.
