ABSTRACT
This chapter argues that a teacher's practice reflects both articulated and unarticulated knowledge. It offers two examples of teaching in a first grade classroom to give this argument substance. One focuses on an example from author's teaching in which parallels between scientific theorizing and storytelling are drawn and capitalized upon. The second example is about Kathy Valentine, the teacher author collaborated with in first and second grade, and her teaching of a social studies unit in which the words fact and opinion are examined while reading biographies of the life of Martin Luther King Jr. The chapter argues that the knowledge base of teachers is both the foundation upon which they are able to teach and a vehicle through which they are able to learn, because through teaching they come to question that knowledge. It states that as people teach things that they know well to children, they both purposely and inadvertently expose people to things that they don't know.
