Much of the debate about that which comprises teachers’ professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. John Loughran argues that the essence of teachers’ professional knowledge is bound up in the teaching procedures they employ and that knowledge is accessible and demonstrable through the pedagogical reasoning that underpins their decision-making, actions and intents; all of which come to the fore when their pedagogical reasoning is examined. 

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