A refelction on the nature of teaching inspired by Schwab's practical wisdom

Using a qualitative approach and phenomenography، this paper addresses the foundations and model of teachers’ practical knowledge. Schwab practical wisdom was used as a theoretical basis to gain insights into the problem. In this research، practical knowledge is defined as teachers’ personal professional beliefs، habits and actions that helps them do their tasks in sound and effective ways. Findings showed that teachers’ practical knowledge was developed in a continuous cycle. Epistemologically، teachers’ justifications associated with their practical knowledge found to have two significant epistemic statuses: paraxial knowledge and practicable knowledge. Each of these cases embedded with different epistemic weights and was used to cope with different classroom situations.