This study explores the development of a beginning teacher's practical knowledge as expressed in her reflections on her actions during her first year of teaching. The view of practical knowledge constructed by Elbaz (1983) and extended by Clandinin (1986) forms the conceptual basis of the work, allied with the concept of reflection-in-action developed by Schon (1983). Practical knowledge is seen here as a conceptualization of the kinds of knowledge demonstrated by teachers as they are teaching. Ten interviews at regular intervals during Rachel's first year of teaching provided the data for the study. Through these interviews, it was possible to trace the development of her practical knowledge. Analysis of the data deals with this development, seen through her reflections on her own practices. The study illustrates the importance to Rachel of regular discussion of her teaching experiences and her growing awareness of her own professional development. One chapter of the thesis describes the researcher's own perceptions of the research and her reflections on her role in the study. The study concludes with an exploration of ways in which the concept of practical knowledge can be extended through the study of beginning teachers and how the dialectical model can be a valuable way to gain insight into a teacher's perceptions of practice. (Author)