This paper is a response to Clara and Mauri's paper: Practical knowledge: Four constructivist conceptualisations of the relationships between theoretical knowledge and educational practice, and adds other voices to the discussion put forward by Infancia y Aprendizaje, with a double aim. First, we argue that some of the theoretical limits between the perspectives reviewed do not constitute insurmountable barriers - beyond those imposed by the discourses themselves - since their explanatory mechanisms of change do not differ excessively and they do not rely on different epistemological options. Secondly, we outline some recent alternatives that might help us to overcome these barriers and which, from sociocultural positions, propose to conceptualise professional development situations as socially shared learning experiences where explanatory mechanisms of change, different from those analysed by Clara and Mauri, operate. To conclude, the advancement and integration of perspectives is considered possible if the study of - individual and collective - mechanisms of representational change is consistently linked with the notion of enculturation identity processes in professional contexts.
