Abstract
These vignettes capture tensions buried beneath the surface of the field of research focusing on teacher knowledge. These recollections provide an opening through which we introduce the notion of personal practical knowledge (PPK) and, then, explore complexities of knowledge and knowing in the lives and work of teacher educators. To do so, we draw heavily on existing literature based upon and addressing personal practical knowledge (Connelly FM, Clandinin DJ. Teachers as curriculum planners: narratives of experience. Teachers College Press, New York, 1988) to better understand tensions at play in the field of teacher knowledge, and to offer research literature and methods that value, document, and fold in details of teachers’ experiences to inform understanding of the work of teacher educators.
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