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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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1 reference
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- Vol 6 PE: App E
- Vol 6 RE: Chapter 7
knowledge-for-practiceknowledge-in-practiceknowledge-of-practiceteacher inquiryprofessional communitiessituated judgementpractitioner knowledgecollective examinationJournal article Evidence summaryAt a glance
Cochran-Smith and Lytle analyse three conceptions of how teacher knowledge relates to practice. Knowledge-for-practice treats formal research and expert theory as a body teachers apply.
Key ideas
Knowledge-in-practice locates essential knowledge in accomplished teachers’ situated judgement and reflection. Knowledge-of-practice positions teachers as generators of knowledge who systematically investigate classrooms and connect local inquiry with broader social, cultural, and political questions. The authors argue that professional communities are not automatically educative: their purposes, discourse, power relations, and stance toward knowledge determine what learning becomes possible. Inquiry communities can challenge conventional divisions between researchers and practitioners and make teaching, learning, curriculum, and equity open to collective examination.
Why it matters
For professional learning, the review supports sustained collaborative inquiry using classroom evidence, critical engagement with external research, public sharing of practitioner knowledge, and attention to the assumptions and consequences embedded in routine practice.
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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