To facilitate teachers' professional development, there is an urgent need to investigate the practical knowledge of teachers in the context of Museum-School Partnership. This study employs thematic analysis and conducts coding in NVivo to analyze educational narratives written by nine novice geography teachers following a museum-school integrated training program. Follow-up interviews were conducted six months later. The fi ndings reveal that the training fostered the development of teachers' practical knowledge characterized by the educational belief of "never settling," which signifi es a commitment to continuous progress. This context-specifi c practical knowledge was found to be transferable to everyday teaching practices, thereby enhancing instructional implementation. The results contribute to enriching the theoretical understanding of teachers' practical knowledge and off er recommendations for promoting professional development in museum-school Partnership.