This paper explores processes underpinning teaching and which justify professional attitudes, commitments and practices. The goal is to develop methodologies for identifying knowledge used by teachers, specifically knowledge constructed through their lived experiences, since the quality of teacher education depends on the extent to which this knowledge can be deployed as the basis of action repertoires. Professional knowledge is, arguably, a synthesis between knowledge gained from education and from lived experiences. Such knowledge concerns not only current actions but also the work process itself, and is 'work process knowledge' (Fisher & Boreham, 2004). which depends on the actors' personal history, goals and competencies, and the organisation of work situations, through collaboration, sharing information and elaboration of new knowledge (Fuller et al, 2005). This does not diminish the role of theoretical knowledge in displacing outmoded methods. Rather, it confirms the complexity of teaching and learning about teaching, requiring us to: • understand teacher activities as unpredictable; • link experiences, task awareness and knowledge in order to enhance teachers’ agency; • support lifelong professional development processes; • blur the boundaries between professional and personal learning (Stevenson, 2000). Teacher education quality thus cannot be guaranteed exclusively by compliance, but requires multiple forms of interaction amongst teachers and teacher educators (Grangeat & Gray, 2007).