The nature of the practical knowledge and its implications in teacher training

The present paper discusses and develops some of the principal contributions made in Marc Clara and Teresa Mauri's interesting text. It investigates the complex nature of practical knowledge, and puts forth some issues together with their implications for teacher training. The author emphasises not only those mechanism that explain the functioning of practical knowledge, but especially the inseparable relationship between the forms these mechanisms adopt and the configuring content of their approach. What is the content of the images and devices that make up teachers' practical knowledge? How is it formed? On the other hand, the link between the different school epistemic contexts surrounding the growth of apprentices and the repertoire of images, beliefs and devices that make up the teacher's practical knowledge is analysed.