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The aim of this study was to increase understanding of how to change theoretical and practical knowledge of primary school teachers. The research approach was qualitative. The data were collected through focus group interviews. The sample size was obtained after the saturation phase including 25 teachers. The data were analyzed using content /thematic analysis. Two techniques were used for increasing the trustworthiness of data including member check, and peer review or debriefing. The findings were labeled in three categories comprising the quality of theoretical and practical knowledge change, the change channels of theoretical and practical knowledge of teachers and the factors influencing the change of teachers' theoretical and practical knowledge. These categories embraced the sub-categories. As sum, the results revealed that the low quality of teachers' in-service curriculum bring the unimportant change in theoretical and practical knowledge of teachers. Design and development of teachers' in-service curriculum, needs change in instrumental perspective of designers and executives of curriculum-making toward change phenomenon in teachers.

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The present research was conducted with the aim of explaining the practical knowledge (skills and activities) of teacher training teacher based on the skillfulness of action. The first step was to investigate the history of teacher training teachers and their global studies in accordance with the combined research methodology: Total Synthesis The text of the documents and handwritten writings of the great thinkers, called Education, was studied in this field. The result of this study is the facets of action in the practical knowledge (skills and activities) of the curriculum of teacher education teachers in four themes: "Individual talents and abilities along with group collaboration", "Disagregated formations", "Analysis" Educational Position "and" Development of Thinking in Action 

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The purpose of this study is understanding the Personal Practical Knowledge (PPK) of teachers which has been done through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. This study was conducted along with 13 teachers in a non-profit primary school in Tehran. The results of the study indicate teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations show the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that cause this differences.