Abstract
This paper presents examples of the thinking of experienced teachers, examples that illustrate some characteristics of practitioner thinking. The argument is made that teacher education pays too little attention to a coherent conception of knowledge that would elucidate the development and refinement of practitioner thinking. The work of Rubin, Schoen, and Polanyi is cited to explicate conditions that could lead to the creation of artistic and reflective practice by improving practitioner thinking.
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