ABSTRACT
This chapter begins the process of articulating Sarah's practical knowledge by attending to its content. It identifies her knowledge of self as a teacher, and her knowledge of the milieu in which she works. The chapter looks at instances of development and change in the body of Sarah's practical knowledge, for development is one of the hallmarks of knowledge that is formed out of and in response to the exigencies of practice. Sarah had a strong sense of her own abilities as a teacher. She had confidence in her ability to tune in to the needs of students in the classroom, to predict problems, to make human contact with students and then to shape her subject matter to make it relevant to their concerns. Sarah's knowledge of the milieu in which her teaching was embedded is evidenced by statements which express her belief about the milieu, and by the way she structures her social experience in the school.
