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Teachers develop their expertise progressively through experiences of teaching and reflecting on these experiences. When teaching in class, personal educational knowledge of teachers provides the horizon to maintain their performance, to interpret classroom events, and to react to them. Out of class, personal educational knowledge is used to reflect upon personal performance and classroom events, and these reflections modify orientations for teaching. Personal educational knowledge incorporates concepts for teaching and reflection. How personal educational knowledge of teachers is structured and used in and out of teaching is subject to discussion in educational research to date, and empirical research yet struggles to trace how personal educational knowledge is  transformed for teaching. Sensitising conceptual perspectives may clarify how knowledge is transformed for teaching and how knowledge and knowing differ.

Continuing innovation and development of teacher expertise – the continual transformation of personal knowledge for teaching