The pale of consideration when seeking sources of teaching expertise

There is a body of current literature that identifies the source of teachin g expertise primarily in teacher-based knowledge and experience rather than in university research-based knowledge and empirical theory. This article illustrates major arguments for narrowing the source of teaching expertise to considerations built on teacher-based knowledge and experience and exami nes the sociopolitical concerns that attend the arguments. A case for maxim al widening of the pale of consideration is introduced and is used to offer an alternative way to think about the sources of teaching expertise that a ddresses the legitimate sociopolitical concerns but that also is epistemolo gically sound.