Cj. Craig, KNOWLEDGE COMMUNITIES - A WAY OF MAKING SENSE OF HOW BEGINNING TEACHERS COME TO KNOW IN THEIR PROFESSIONAL KNOWLEDGE CONTEXTS, Curriculum inquiry, 25(2), 1995, pp. 151-175
This article explores how a beginning teacher's personal practical kno
wledge was influenced by his experiences in his professional knowledge
context. The work offers competing stories of what constitutes ''the
healthy school'' and illustrates how the teacher's interpretive knowle
dge shifted as he storied and restoried his narratives of experience w
ith particular people in his professional knowledge context. The peopl
e with whom the teacher constructed and reconstructed meaning for his
teaching experiences are identified as his knowledge communities. The
conceptualization of knowledge communities is offered as a way of crys
tallizing how beginning teachers come to know in their professional kn
owledge contexts.