ABSTRACT
My aim is, on the ground of certain doubts about the focus on teachers’ thinking; to speak to an interest in the differing ways in which teachers experience, and are aware of, their professional world.1 This I will do partly through a theoretical discourse and partly through illustrating-by bringing together some recent studies-the kinds of insights which a focus on teachers’ awareness could yield. In passing, I also want to deal with the perplexing fact that two dynamic fields of research-teachers’ pedagogical contentknowledge on the one hand, and students’ understanding of the content on the other hand —are rarely connected. This I will do by pointing to a bridge between the two fields, in terms of the relatedness of the students’ ways of being aware of some particular content to the teachers’ ways of being aware of the same content.
