ABSTRACT
This chapter analyzes the working knowledge of teaching using systemic and holistic notions of learning, knowledge, practice and relationships. A discussion of working knowledge draws upon a review of studies and theories in diverse areas. On the basis of this discussion, ecological intelligence is proposed as a useful conceptual framework with three characteristics: (1) knowledge is inherent and widely dispersed within systems; (2) knowledge becomes available as working knowledge in particular activities and events; (3) working knowledge is constructed jointly by participants and systems in an activity. This view stands in contrast to widely held notions of teacher and student knowledge being solely acquired and applied by an individual.
