ABSTRACT
Studies carried out by a group of researchers studying different aspects of teachers’ knowledge are introduced through the main lines of history in teaching, and school reforms in Sweden. History provides rich variation in teachers’ knowledge as different groups cultivate different types of professional knowledge. In addition, there is an equally rich individual variation which develops throughout life. The researchers studied these variations in teachers’ knowledge against a background of history of professions and school reforms. In the subsequent pages some examples are given from the ongoing studies. The following themes are focused:
teacher students’ pre-understandings of their future teacher knowledge;
variations in teachers’ knowledge and professional identity;
the voice of a reflecting teacher; and
teacher values in retrospect.
