Internationally, forms for teacher education (initial and continuing) are under the spotlight for change. This article briefly considers what is at issue and what opportunities might be available for moving towards "professionalisation" in the provision of outstanding teachers. In particular, it suggests how we should characterise the thinking that becomes necessary if teachers gain increased autonomy. A brief examination of the concept of practical judgement, embedded in the Aristotelian idea of "phronesis," is considered as one way to provide a rich articulation of the complexity of teaching and therefore shed light on how teachers might think for themselves to improve practice. (Contains 1 note.)