The present paper focuses on a particular kind of knowledge--craft knowledge--in which Huberman was interested. The paper contrasts craft knowledge with two other kinds of knowledge often thought to be useful to teaching: systematic knowledge of the sort that comes from research and is taught in university settings, and prescriptive knowledge of the sort that is often codified in state and local policies. Using a study of 45 teachers' lessons, and interviews regarding these lessons, the present paper examines the role each kind of knowledge appears to play in the improvement of practice.
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