Professional Knowledge, Teacher Education and Self-Study*

Abstract

This chapter explores the relationship between professional knowledge and teacher education and the ways self-study research might strengthen that relationship. To do this, using a cartography metaphor, a series of questions are asked and answered with the overarching question of, "What counts as knowledge in the research on self-study of teaching practices?" Topics in this chapter include: a discussion about the nature of knowledge; a review of the professional knowledge base as it relates to teacher education including political, moral, and ethical issues; and, an examination of how self-study can-should influence these considerations. In the last section of the chapter, the third space is explored as a place where alternative perspectives can challenge the traditional framework for approaching research.