ABSTRACT
This chapter demonstrates how the articulation of a teacher's practical knowledge can be a starting point for a critical understanding that grows out of the teacher's concerns and is validated in practical action. The interview process in which Sarah and the author engages itself an instance of the exercise of practical knowledge on both parts. The author looks at this research activity and to ask a series of questions about it: The first question is what kind of knowledge or understanding has been produced by the activity itself? The second question is, what has the author learns about methodology insofar as the joint involvement of teachers and researchers in the study of curriculum and teaching are concerned? The third question is whether the process of articulating one's practical knowledge can be initiated and pursued outside of a specific research context. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
