Abstract
G. Fenstermacher's concept of "practical arguments" has been appreciated because of its practical benefit for professional development of teachers. This study reconsiders its concept and values it as a starting point for educational research on teachers' practical discourse by focusing on its theoretical contribution. In order to do so, this study first examines its form, its applied case, and its context and intention, and then examines the dispute on it. As a result, the following theoretical map for teachers' practical discourse is obtained. We locate the concept of "practical arguments," which illuminates that teachers' propositional thinking in practical reasoning lies behind their actions, being based on analytic philosophy. This forms the starting point for two other research strands. The first strand, which investigates teachers' recognition through non-propositional thinking, focuses metaphor and symbols. The second strand examines the integrated recognition of teachers'actions and thinking on the basis of pragmatism philosophy.
