Abstract
Scratch the surface of a teacher and you will find a person who thinks, acts, reflects, considers, creates problems, solves problems, and circles around again. Regardless of discipline, teachers are engaged in a specific kind of inquiry that both elicits and requires a par ticular kind of knowledge: reflection-in action. Donald Schon, in The Reflective Practitioner (1983), describes how profes sionals turn thought back on action, thinking about the relationship between what they know and what they do. He writes:
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