Developing recognition for teachers' intellectual work

This chapter examines the recontextualisation of knowledge from geography teachers' professional practice. It is argued that existing theoretical and empirical accounts of recontextualisation lack clarity around the approaches teachers in secondary schools take to recontextualise knowledge for students, including the extent to which teachers engage with the field of production. Through adopting a case study approach and drawing on doctoral research, this chapter foregrounds analysis of how one secondary geography teacher in England recontextualised knowledge for a specific curricular sequence and for a particular class of students. Rendering visible the intellectual work teachers undertake as they recontextualise knowledge is significant in a policy context where impoverished notions of teacher education are decoupling teachers' curriculum work from teaching, and marginalising its subject specificity.