Resolving Teachers’ Suspicion of Educational Research and Outside Expertise

What follows is something I wrote a few months ago. It started as an analytic memo that I wrote during my Ed.D. Capstone research, but it ended up as a bit of a side-trail from my research focus. Those who are a little familiar with my recent research interests will recognize the familiar topic of Pedagogical Content Knowledge, or PCK. Those who read my recent article in the TIE Newsletter will also recognize the description of the Refined Consensus Model of PCK as a model of teacher professional knowledge and professional learning. While in previous writing, I’ve focused on the “bottom-up” knowledge construction about teaching by teachers, in this post I note that teacher professional knowledge develops in both directions, from the “inside-out,” but also from the “outside-in.”