The Pale of Consideration When Seeking Sources of Teaching Expertise

There is a body of current literature that identifies the source of teaching expertise primarily in teacher-based knowledge and experience rather than in university research--based knowledge and empirical theory. This article illustrates major arguments for narrowing the source of teaching expertise to considerations built on teacher-based knowledge and experience and examines the sociopolitical concerns that attend the arguments. A case for maximal widening of the pale of consideration is introduced and is used to offer an alternative way to think about the sources of teaching expertise that addresses the legitimate sociopolitical concerns but that also is epistemologically sound.