The influence of context on one teacher's interpretive knowledge of team teaching
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This teacher knowledge study follows Benita Dalton as she moves from context to context as a pre-service teacher, as a substitute and long-term replacement teacher, and as a beginning teacher placed in two school contexts. Situating Benita in numerous settings illuminates the ways in which the particularities of placement influence what is available for teachers to come to know, what is held up as 'good teaching,' and who is authorized to produce knowledge. A case is built that gives value to teachers' knowing based on the narrative authority of their personal practical knowledge as expressed in their knowledge communities. 1998 Elsevier Science Ltd. All rights reserved.
