“…Defined by , teachers' practical knowledge is as "an amalgam of all teachers' cognitions, such as declarative and procedural knowledge, beliefs, and values, which influences their preactive, interactive, and postactive teaching activities" (p. 726). There have been a number of studies done on teachers' practical knowledge from the perspective of mainstream educational research (e.g., Black & Halliwell, 2000;Carter, 1990;Clandinin, 1986;Elbaz, 1981;John, 2002). As Mangubhai, Marland, Dashwood, and Son (2004) note, a fundamental premise of underpinning this line of research is that "what teachers do in classrooms is largely shaped by this practical knowledge, a premise that is well Key words: English as a foreign language, elementary English, practical knowledge established and widely accepted" (p. 293).…”