Conception
of
____________________
____________________
The
task
of
conceptualizing
the
teacher's
____________________
could
have
been
carried
out
through
conceptual
____________________
of
various
____________________
____________________
followed
by
construction
and
justification
of
a
____________________
,
a
procedure
which
____________________
(
1971
)
refers
to
as
the
"
eclectic
"
mode
.
But
if
____________________
at
work
do
hold
and
use
a
kind
of
____________________
,
then
the
nature
,
defining
____________________
,
and
criteria
of
this
____________________
should
be
____________________
from
their
use
.
The
most
plausible
way
of
conceptualizing
practical
knowledge
,
then
,
should
be
via
direct
____________________
.
The
notion
that
____________________
have
practical
knowledge
does
not
arise
in
a
vacuum
but
from
____________________
experience
of
the
peculiar
,
often
frustrating
situation
in
which
teachers
are
placed
by
prevailing
conceptualizations
of
the
____________________
of
curriculum
and
____________________
,
and
by
their
own
and
society's
perceptions
of
their
role
.
This
____________________
,
of
course
,
became
problematic
for
me
partly
because
of
perceived
demands
of
the
situation
(
for
example
,
the
____________________
of
some
teachers
and
the
____________________
of
the
practical
context
on
the
development
of
their
knowledge
)
and
partly
because
of
the
preconceptions
____________________
to
it
(
such
as
the
view
that
____________________
____________________
and
____________________
take
an
active
role
in
____________________
making
and
that
they
____________________
many
of
the
____________________
,
though
unarticulated
,
resources
)
.
This
____________________
of
____________________
and
demands
of
the
situation
generated
a
working
conception
of
practical
____________________
that
guided
the
early
phases
of
the
study
.
I
will
indicate
briefly
what
this
conception
was
and
how
it
evolved
into
the
set
of
____________________
that
structure
the
analysis
of
data
presented
later
in
this
article
.
I
began
with
the
____________________
that
while
teachers'
knowledge
may
be
largely
unarticulated
,
teachers
do
have
a
broad
range
of
knowledge
which
guides
their
work
-
knowledge
of
____________________
matter
;
of
classroom
organization
and
instructional
____________________
;
of
the
structuring
of
____________________
experiences
and
____________________
____________________
;
of
students'
needs
,
abilities
,
and
interests
;
of
the
social
framework
of
the
school
and
its
surrounding
community
;
and
of
their
own
strengths
and
shortcomings
as
teachers
.
This
assumption
does
not
constitute
an
____________________
claim
about
the
actual
____________________
____________________
____________________
,
nor
is
it
a
____________________
about
the
worth
of
their
knowledge
(
though
I
do
believe
we
undervalue
both
of
these
)
.
Rather
,
it
constitutes
a
proposal
that
we
begin
to
look
at
the
work
of
teaching
as
the
____________________
of
a
particular
kind
of
____________________
,
for
in
doing
their
work
,
teachers
confront
all
manner
of
tasks
and
problems
,
and
____________________
____________________
on
a
variety
of
sources
of
knowledge
to
help
them
to
deal
with
these
.
Most
obviously
,
teachers
have
knowledge
of
subject
matter
,
and
they
have
knowledge
of
curriculum
;
these
two
commonplace
categories
,
____________________
at
the
outset
of
the
study
,
____________________
useful
in
indicating
two
basic
areas
of
teachers'
knowledge
.
I
specified
three
further
categories
early
in
the
study
,
all
of
which
underwent
____________________
later
on
,
but
they
nevertheless
reflect
the
basic
____________________
made
about
practical
knowledge
.
There
was
a
"
____________________
"
aspect
to
the
teacher's
____________________
,
i
.
e
.
,
that
teachers
have
knowledge
,
derived
from
practice
,
of
instructional
____________________
,
classroom
management
,
student
needs
,
and
the
like
.
There
was
a
"
personal
"
aspect
,
i
.
e
.
,
____________________
have
self
-
knowledge
and
they
work
____________________
____________________
meaningful
goals
in
their
teaching
.
And
finally
there
was
an
"
interaction
"
aspect
,
which
refers
to
the
fact
that
teachers'
knowledge
is
based
on
,
and
shaped
by
,
a
____________________
of
____________________
with
others
in
their
____________________
,
students
,
administrators
,
the
prevailing
social
ethos
,
and
____________________
with
____________________
,
such
as
____________________
in
this
____________________
.
