This paper defends that Donald Schön's works on professional education in general and more particularly on teachers' education are based both on an epistemology that devalues scientific knowledge and on a pedagogy that devalues school knowledge. A critical analysis of Schön's concepts of tacit knowledge (or reflection-in-action) and school knowledge is presented. This critical analysis is inserted in the context of a criticism of the currently hegemonic epistemological ideas in the field of studies on teachers' education.
Teachers' education; Epistemology of practice; Reflective practitioner; Tacit knowledge; School knowledge