The intent of this book is to strengthen the professional role teachers play in curriculum planning and development, a process central to teacher activity and responsibility. Contextual narratives, document analysis, the use of metaphor, personal rules, principles, beliefs, images, and philosophy are all described for use in hands-on exercises.…

Argues how the professional knowledge context, or landscape, shapes effective teaching, teachers's knowledge, what knowledge is seen as essential for teaching, and who is warranted to produce knowledge about teaching. It recounts three stories to illustrate this argument, interpreting each in terms of the professional knowledge landscape. (GR)