ABSTRACT
Knowledge is indeed tricky and Donald Rumsfeld was not the first to point this out. Centuries ago, Plato and Aristotle demonstrated that mapping the territory of knowledge would be a difficult task, even for the most gifted philosophers and their pupils. Teacher knowledge is no less difficult an area to navigate but we will attempt to steer a course away from the current trajectory. The structure of this chapter reflects our personal histories in researching teacher knowledge, our commitment and current work in the preparation of teachers, and a vision for researching teachers’ thinking as they engage in effective literacy practices. Surrounding our treatment of this topic is an overarching concern for the policy contexts that currently exist for the study of teacher knowledge.
