Abstract

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 method’s potential

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