Exploring the teacher’s professional knowledge: constructing identity and community

A starting point for this article is a belief that if we are to develop valued models of teacher development, we first need to listen closely to the teacher's voice. We need to continue, almost obsessively, that act of listening. Hence, it is judged that the best way to Ivor F. Goodson is a develop sensitive models of professional develop professor in the Faculty ment is first of all to listen to the professionals at of Education, The whom the development is aimed. This process of University of Western sensitive listening has been advocated at a number of Ontario, London; Ardra levels recently. For instance, an emerging body of L. Cole is on the faculty work has suggestively recommended the develop ofThe Ontario Institute ment of collaborative case studies, life stories, and for Studies in Education, narratives that seek to elicit the teacher's personal Toronto. practical knowledge (e.g., Connelly & Clandinin