Teachers’ practical knowledge is usually considered as deeply contextual
and narratives or case
studies are frequently used as tools for exploration. Less commonly
applied to this area of study
is the e-Delphi method which traditionally precludes the personal
context. The article describes
how the method was used in combination with e-mail and problematizes the
for taking advantage of, as well as excluding, personal contexts.
Attention is drawn to whether the
method provides opportunities for professionals to extend and clarify
formulations on practical
knowledge. Ways of deviating from the structured process which is
traditionally part of the
method are discussed.