THE INFLUENCE OF CONTEXT ON ONE TEACHERS INTERPRETIVE KNOWLEDGE OF TEAM TEACHING

This teacher knowledge study follows Benita Dalton as she moves from c ontext to context as a pre-service teacher, as a substitute and long-t erm replacement teacher, and as a beginning teacher placed in two scho ol contexts. Situating Benita in numerous settings illuminates the way s in which the particularities of placement influence what is availabl e for teachers to come to know, what is held up as 'good teaching,' an d who is authorized to produce knowledge. A case is built that gives v alue to teachers' knowing based on the narrative authority of their pe rsonal practical knowledge as expressed in their knowledge communities . (C) 1998 Elsevier Science Ltd. All rights reserved.