One of the latest major reviews on teacher knowledge (Munby et al 2001) is remarkable in several respects: 1) the somewhat ironic introduction to the review, where the authors refer to The Hitch Hiker's Guide to the Galaxy and state that their review will "... not result in answers to the great question or to any great question for that matter" (p 877), 2) the intention "... to steer away from an exhaustive account and, instead, provide a guide - a hitchhiker's guide perhaps", 3) the suggestion that it is "... difficult to get a bearing on any feature of the terrain when each person seems to have a unique perspective" (p 878), and 4) the admittance that it becomes impossible to account for all viewpoints. The combination of irony and the perceived problems of the task may be an attempt to create some degrees of freedom for the guides. But the review gives a somewhat remarkable impression when the structuring devices from an earlier major guide (Fenstermacher 1994) are not included, even though his chapter is referred to, as is personal communication between the Munby et al and Fenstermacher. Given this situation, the present author has sought new bearings for ordering the construct of teacher knowledge, outside the teacher knowledge field: Alexander et al (1991) on "Coming to terms: How researchers in learning and literacy talk about knowledge", and Hofer and Pintrich (1997) on "The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning". These bearings are chosen as they are among the later contributions, published in review journals in education, where the construct knowledge is related to educational themes. The former widens the scope by suggesting and defining a wide variety of knowledge terms; the latter suggests that a fine-graded system may not be how individuals structure their knowledge as they mature - rather, knowledges become interconnected, contextual, fluid, situated.Thus, the theme or topic of the paper is ordering the conceptions of teacher knowledge, through a critical discussion of the contributions of Munby et al and Fenstermacher, in light of perspectives from outside the teacher knowledge literature: What kind of order can be established regarding the construct of teacher knowledge? A discussion of this theme is of course of interest to teacher education and in-service training - knowledge is part of the content of teacher education, and understandings of how teacher knowledge is structured can provide a basis for the design of pre-service and in-service education. In a situation where European institutions of teacher education increasingly will establish exchange programs whereby students take part of their education in another country, basic discussions of components of teacher education programs and teacher competence are of importance.The tentative conclusion is that a some order of teacher knowledge can be suggested (possibly formal, informal, metacognitive, and tacit, with some subcategories), but also that rather than constructing intricate and somewhat overwhelming systems of knowledge types and subcategories, the structure of teacher knowledge, in particular at later career stages, may possibly be better understood by means of the constructs nodes and connectors (cf Prawat 1992): elements or knowledge subdivided into procedural nodes (built on skills and processes), conceptual nodes, representational nodes (pictures, analogies, metaphors), and informal or intuitive nodes (idiosyncratic and personalized knowledge); except for the latter, these may be shared by teachers with a similar background, but connected differently. When designing teacher education programs, these basic components, that may be more congenial with the competencies of experienced teachers than intricate knowledge systems, should be taken into account. ReferencesAlexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343.Fenstermacher, G. D.(1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3- 56.Hofer, B., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relations to learning. Review of Educational Research, 67, 88- 140. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-903). Washington DC: American Educational Research Association. Prawat, R. S. (1992). Teachers' beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100, 354-395.