Rapid changes in the external environment of education in Hong Kong, such as recent cuts in government funding and the increasing complexity of human and social problems in general, demand new ways of learning and teaching in social work, and particularly in the field practicum. The dominant method in teaching instrumental problem-solving involves the application of rigorous and scientifically tested and derived methods that is, technical rationality. This epistemological approach is, however, a misplaced model when dealing with human interactions in the context of social work practice. Practice wisdom is practical moral knowledge. In the living of one's life, practice, experience, moral deliberation, and reasoning also come along, and these become important aptitudes of the practitioner. Currently, the discussion of practice wisdom in social work education is limited, confined solely to conceptual analysis. Here, a four-dimensional framework for the epistemological understanding of practice wisdom is developed, based upon a range of scholars' views of practice wisdom. These four dimensions are Moral Reasoning Cognitive Knowledge, Agential Objective, Interactive Isolated, and Fluid Static. This research explores how practice teachers exercise pedagogical practice wisdom, specifically, the four features of practice wisdom namely the interplay of Moral Reasoning and Cognitive Knowledge, Agential Nature of knowledge, Interactive Process of knowledge generation and Fluid Status of knowledge, in practice teaching for pedagogy development. Practice teaching here is equivalent to fieldwork supervision.; The theoretical framework employed here utilizes Stenberg's (2010) didactical triangle to capture the data and analyze the relations that develop among the different features of practice wisdom. The key findings, which relate to the substantive contents of the four features and its dynamic operation among individual practice teachers, are discussed. It is discovered that practice
