Teacher knowledge between theory and practiceRuntić, Blanka (Avtor) Karamatić Brčić, Matilda (Avtor) constructivismepistemologypedagogical content knowledgeteacher knowledgeKnowledge is a fundamental element of a teacher’s professional identity and a key factor in the quality of education. This theoretical paper aims to explore the epistemological perspective of teacher knowledge and reflect on it from the perspective of professional development. It presents an integrative framework composed of six interconnected parts: empiricism (learning from experience and observation), rationalism (gaining knowledge through reasoning and theory), constructivism (building knowledge through interaction and context), pragmatism (using knowledge to solve problems), critical rationalism (seeing knowledge as a hypothesis tested in real life) and social epistemology (understanding knowledge as something shared and created socially). Thus, teacher knowledge is viewed as a dynamic synthesis of different epistemological traditions. Special attention is given to contemporary models of teacher knowledge – Shulman’s pedagogical content knowledge and Mishra and Koehler’s technological pedagogical content knowledge. These models are interpreted through a broader epistemological framework. It is concluded that teacher knowledge is not a static category but a multidimensional and adaptable construct. It emerges from the dialogue between theory and practice and develops through lifelong learning, reflection and professional collaboration. Such an understanding encourages innovative teacher professional development in the contemporary knowledge society.20262026-05-20 09:21:26Neznano29447UDK: 371.2ISSN pri članku: 0038-0474DOI: 10.63384/spB61z893aCOBISS_ID: 276621571sl