This paper investigates how subject matter is transformed from the knowledge of the teacher into the content of instruction under the trends towards decentralization in schooling and increases in teacher autonomy. Research on the practice of teaching has recently shifted from a focus on effective behaviors toward the hermeneutic purpose of understanding how teachers make sense of teaching and learning. Teachers have a special from of knowledge that arises from practice and develop a set of meanings and patterns for thought and action. The knowledge that teachers have about educational practice has the enormous potential power to inform practice. Although teachers teach a curriculum that has been chosen or developed largely by others, yet each classroom teachers can still make important decisions about what they will teach. Teachers filter the objectives and conceive of ways of enacting them, they make sense of the teaching context and make the necessary adjustments. To elucidate the processes of reconstructing curriculum by teachers, the conceptual frameworks, that is 'pedagogical content knowledge', 'pedagogical reasoning'(Shulman), 'interpretive frame'(Barnes), 'Framework for teacher reflection'(Colton, Sparks-Langer) were outlined. They portray the mental process and the relationship between thought and action of teachers. Based on these conceptual frameworks, two teachers' classes were observed for twelve hours. It is important to realize that teachers do not all conform to a particular pattern and that there is no blueprint of the ideal teacher. Rather the teachers are seen as one who mediate ideas. construct meaning and knowledge and act upon them, and eventually have personal curriculum.