Teacher education: What we can learn from experienced teachers

The article attempts to examine teacher education and the process of gaining professional knowledge as perceived by experienced teachers. This study is based on data obtained from 61 experienced teachers who were interviewed, and asked to tell their personal and professional stories. As part of the interpretation of the patterns of data emerging from the teachers' responses, a literature survey is presented dealing with five approaches to teacher education to help in forming the patterns. Based on the analysis of the interviews and the literature survey, a preferred approach to teacher education is suggested, which conceptualises teaching as a reflective-practical process.