Abstract
This study qualitatively compared the practical knowledge of one teacher in two different areas of the same subject and considered the essence of the teachers' practical knowledge at a deeper level. This study examined a primary school teacher's practical knowledge in lessons that involved reading expository and narrative texts by using a qualitative coding method to analyze reflective interviews with the teacher about the two lessons. The study examined the relationship between categories of practical knowledge for the two types of lesson. The results suggest that 1) practical knowledge about reading narrative texts based on practice and reflection is adapted to reading expository texts in a three-level structure; 2) the breadth of the kinds of text differs between areas of a subject because of differences in the teacher's beliefs about the learning process in each area; and 3) regarding practical knowledge about reading expository texts, a teacher needs to establish a relationship between learning the content of the text and learning the structure of the text.
