ABSTRACT
This chapter provides a conceptual framework to understand how teachers teaching on occupational programmes use their different forms of knowledge in their teaching and occupational settings and discusses the utility of this framework to critique, using empirical data, the pedagogic activities at three academic levels. The typology of the seven types of teaching knowledge offers a starting basis for critiquing the knowledge base that is required in teaching and Shulman's study, teaching practices of secondary schools in the US. Despite a knowledge base that is positioned in the secondary school sector in the US, it, however, offers useful insights into the varieties of teaching knowledge a teacher needs, albeit perhaps a static version of teaching knowledge types that reside in a teacher. Bernstein's dualistic knowledge classification offers a means of perceiving the varied forms of teaching knowledge to date.
