Teacher knowing: Reflections on a student-teacher dialogue and implications for professional development

Brian Drayton
A Working Paper from the TERC Center for School Reform


In current debates about science education reform, teachers’ knowledge of science is a central issue. The article uses a vignette from a sixth-grade class to reflect upon the nature of knowledge-in-use (by teachers or anyone else). The article recommends a reconstruction of policies to support teachers’ (or anyone’s ) learning which take seriously the process of knowing-in-use especially in novel situations, such as inquiry learning.