Learning from teaching practice as reflected in teaching cases

The career as an adult educator often starts with practical experience and educators' ability to learn reflectively from their practice is of vital importance. Meaningful conversations among professionals and stories about problematic and difficult cases from educators' professional practice can be very useful for reflective learning process. Through the process of telling stories educators communicate professional knowledge, including situative and tacit knowledge. This article introduces the analysis of adult educators' teaching cases related during professional biographical interviews.