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00925njm 22002777a 4500 dc Peña-Trapero, Noemí author Vasquez Suárez, Kena author Rodríguez Rivera, José Antonio author Becerra Mena, Ana Fátima author García de Paz, Sergio author 2015-01-14 With the aim of helping to enrich teacher training processes, using an approach based on Practical Knowledge and Practical Thinking (Schön's knowledge-in-action), the present paper strives to explore and understand the relationships between espoused theories and theories-in-use (action theories by Argyris) of a group of seven pre-school teachers involved in a process of in-service training based on Lesson Study, a powerful methodological tool to identify, contrast and review such theories both autonomously and cooperatively. The conclusion reached is that this training strategy is a rich proposal for the questioning of teaching theory and practice, and, in consequence, for the reconstruction of more unconscious Practical Knowledge, albeit with some circumstantial and personal nuances. http://hdl.handle.net/10630/8684 Estudio - Métodos Lesson study as a way of reconstructing practical knowledge for improved teaching practice. Seven case studies.