A new form of knowledge proposed for a teacher education curriculum is dialogical and grounded in an educational researcher's experience of existing as a living contradiction within the politics of truth of a university. It includes a systematic form of action-reflection cycle and depends for its generalizability on teacher researchers producing descriptions and explanations of their own educational development (their living educational theories) as they explore questions of the improvement of the quality of student learning. These educational theories are considered in Part One. Part Two describes an action research and educational theory case study based on the professional educational knowledge of competent teachers. It is argued that a teacher education curriculum for novice teachers should be related to the educational theories of competent teachers. This is shown in action in the educational theory of a university tutor in an educative relationship with a novice teacher as she forms an educational inquiry, defines her values, and is encouraged to gather evidence on the quality of her pupils' learning. Part Three draws the implications of a living educational theory for a teacher education curriculum and relates it to a practical science "model" and a common-sense "model" of teacher education. (Contains 36 references.) (Author/SLD)