In this article I want to talk about some work I have been doing with a group of colleagues at universities and in schools over the past 20 years or so. It is work that explores questions of teacher knowledge, what it means t o come to know as teachers and how our knowing as teachers is shaped by the landscapes on which we come to know as teachers and the landscapes o n which we now teach. I will try and make connections between what is commonly called, in Canada and the United States and here in New Zealand, standards and competencies in teacher education and some of our work.
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