Wallace (1991) suggests three major models of professional education: 1) the craft model, in which the knowledge of the profession lies in a skilled practitioner, the apprentice learns by imitating that practitioner’s performance; 2) the applied science model, a one-way model in which discoveries in the scientific area are transmitted to the apprentice by specialists in the subject. Adjustments in the practice component are restricted to specialists, who usually disregard the value of teachers’ classroom experience; 3) the reflective model, a model that distinguishes between received and experiential knowledge. Received Knowledge is the academic content of the profession – facts, data, theories – that teachers need to be familiar with. Trainee-teachers accept rather than experience this knowledge. Experiential Knowledge is the tacit knowledge gained by a teacher from his day-to-day practice. This knowledge allows him to identify signs, problems, etc., though he is unable to give precise descriptions. The reflective model suggests a reciprocal relationship between the received and experiential knowledge, “so that the trainee can reflect on the received knowledge in the light of classroom experience, and so that the classroom experience can feed back into the received knowledge sessions” (p. 55).