Reflection and theory: Conceptualising the gap between teaching experience and teacher expertise

Abstract

Arising from an inductive reflection on the teaching of an INSET course for rural teachers, this article develops a largely conceptual argument about the role of theoretical knowledge in teacher development. Teachers' experiences–and practical knowledge derived from it–are not sufficient to develop teacher expertise. Theoretical reflection in turn produces qualitatively different insights about teaching and learning, which can provide teachers with conceptual tools to establish new links between what they know and what they do. However, there is very little research evidence about the way experienced yet poorly qualified teachers use theoretical knowledge to reflect about their work. © 2001, Taylor & Francis Group, LLC.