“…Many researchers emphasise the experiential origin of practical theory (see Gholami & Husu, 2010;Zanting, Verloop, & Vermunt, 2003), and also emphasise that this kind of knowledge is personal, related to context and content, often tacit, and based on (reflection on) experience (Meijer, Verloop, & Beijaard, 1999). Thus, practical theory is not the opposite of theoretical knowledge, but instead teachers' practical theories encompass a great deal of theoretical knowledge, which is adapted to relevant teaching situations (Pitkäniemi, 2010).…”