This paper is about professional actions, what professionals do and how they learn to do it. The examples are from the world of teachers and a starting point has been to question what constitutes teaching activites, to discuss what makes teaching work. The discussion includes the new or renewed introduction of intuition to understand professional actions. This means to follow the conception that intuition can be an important part of teachers´ profession. The challenge then, is to examine the process of teaching and describe its elements in a clear and simple way without diminishing its complexity and ambiguity.The previous research on professional knowledge can be outlined in a number of traditions and theories. Following some dominant theories and their understanding of professional knowledge do result in different models for professional knowledge. Some of the models discussed are the apprenticeship model, the scholastic model, the craft knowledge model, the teacher thinking model and the reflective practitioner model. Each model presupposes a different relationship beetween thought, action and learning. The models conceptual descriptions of professional knowledge forms a background in the study and the links to philosophical traditions like pragmatism and cognitivism are discussed.Arguments for a study on intuition can be both practical and theorethical, both empirical and conceptual. To some researchers it is even self-evident that much of what teachers and other professionals do, in the heat of the moment, is intuitive. The turn in research from theoretical to more practical, from academic to more practitioner-oriented, from quantitative to more qualitative approaches are other arguments for a closer look on intuition.In the Era of The Reflective Practitioner researchers have focused on practical and implicit knowledge. Much have been invested in the concept of reflection. But the traditions dominating the debate today are also inclined to talk about intuition when it comes to understanding professional knowledge. In recent empirical research intuition has been closely examined and conceptualised by more inductive methods. The Reflective Turn (growing in Sweden) has focused on professional knowledge in general and increased the discussion on the possibilities and limits of reflection. The aim in this paper is to examine intuition in teachers´ practice. The overall purpose is to investigate, both conceptually and empirically, the role of intuition in professional practice. Questions are asked about the understanding and conceptualisation of intuition. Questions are also asked about how the relationship between articulate/rational/explicit and inarticulate/intuitive/implicit ways of knowing and learning in the context of professional practice can be explored. This means trying to track the dynamic understanding between comprehension and 'gut feeling'.The result shows that the dominant traditions have conciderable impact on the discussion of professional knowledge, but also that intuition is important in professional practice. This importance increase if practice is built on interaction, is ongoing and complex. The possibilities and limitations for professional knowledge in relation to different ways of understanding intuition are analysed. The result shows that intuition and reflection are two concepts frequently understood as dicotomies, but also other ways of understanding are possible.The discussion sheds light on the concept of intuition and on concepts closely linked to intuition. In particular the role of reflection in professional practice and the relation in beetween intuition and reflection are discussed.