Illustrates how reflection-in-action contributes to the development of professional expertise and points to the need for new, more direct approaches to demonstrating the relationship between classroom experience and university courses. It argues that traditional teacher education practice lags behind in developing understanding of thought and…

Explores the epistemological shift embedded in one preservice program that puts extended teaching experience first in the process of learning to teach. Emphasizes the role and power of experience in learning to teach. It responds to Jones's paper on the 10 dichotomies in teacher education (SP 527 128), relating them to the notion of early teaching…