How teachers restructured their professional knowledge (PK) was studied using data from a Tel Aviv (Israel) University workshop for experienced writing teachers that was designed to change their professional orientation from technical rationality to reflection in action. Workshop participants included 18 teachers with 10 to 35 years of teaching experience. Four learning events (LEs) were identified in the data: (1) students' and teachers' awareness of the writing process; (2) the ownership of school-based learning; (3) the subjectivity of objective evaluation of students' writing; and (4) the teachers' change experience. The significance of these LEs for teachers' change was validated using reports from the teachers and two observers. To analyze the LEs, a method was devised for looking at excerpts of the group discussions from the viewpoints of: content; structure; and logic. This triangulated method of analysis focused on clarifying interrelated aspects of the complex notion of restructuring PK and of reflection in teacher training, determining their actual contribution to the growth of teachers. Participants learned to interact in a manner that was relevant to how they taught. By challenging others' viewpoints, participants initiated their own moves toward the reframing of the discussion and the restructuring of their own prior beliefs. Two figures, 8 tables, and a 42-item list of references are included. Four appendices provide samples of workshop discussions for the four LEs. (SLD)