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Abstract
Looking at student teachers’ assignments in an educational foundations course, we explore the function of vicarious experience in relation to several candidates’ practical knowledge. Finding that students could develop resonance-type responses to a multitude of segments from autobiographical works, we explore what can be recognized about the usefulness of such responses in relation to particular students’ practical knowledge and action. Three hypotheses are developed concerning the connections we recognized among vicarious experience, resonance, and practical knowledge.