This study explores how experiential knowledge (EK) and received knowledge (RK) are integrated in pre-service language teachers’ written reflections to solve pedagogical problems, adopting constantcomparative analysis method outside of Grounded Theory. For this end, forty-one entries of reflective journals, written for problem solving by seven pre-service English teachers in Korea, were collected in a course entitled ‘English Language Teaching Theory into Practice’. One month after the course ended, each entry was re-reflected by the participants to identify whether it inclucded their EK and RK. All the statements in each entry, which had been reported to include EK or RK explicitly or implicitly, were repeatedly read until themes related to problem solution emerged. The results show that EK and RK can be significant resources in the practice of reflection for problem solving. However, the results also indicate the difference: EK is more applicable for the statements of a basis of problem determination or of a cause of a problem while RK is more employed to state a solution to a problem. Implications of this study were presented and discussed.

I. Introduction
 II. Literature Review
  1. Reflection for Solving Pedagogical Problems
  2. Cognitive Resources for Teacher Reflection: EK and RK
 III. Methodology and Methods
  1. Research Questions
  2. Participants and Settings
  3. Data Source and Collection
  4. Data Analysis
 IV. Findings and Discussion
  1. What are the purposes of employing EK and RK in pre-service languageteachers’ reflection for solving pedagogical problems?
  2. What are the differences of EK and RK in pre-service languageteachers’ reflection for solving pedagogical problems?
 V. Conclusions
 References

• KookJeong Park(Hankuk University of Foreign Studies College of Education)