Knowledge created through research states ‘what works’ in a codified way. Teaching however does not tend to comply with codified knowledge, because transfer is restricted by context, and teaching relies on knowing manifested in “processes of perception and decision-making” (Neuweg & Fothe 2011, 340). Knowing cannot be codified since “there is always a tacit residue” (Lowney2011, 29) that remains personal (Polanyi1998). This view focuses on teachers as users of research knowledge and knowledge mobilization as personalization of knowledge for teaching. Personal knowledge mobilisation is comprehended through conceptual perspectives that ground empirical fieldwork. The personal knowledge perspective reveals that research knowledge provides a horizon for comprehension of events. The post-structural perspective highlights transformations of research knowledge for teaching, which take place in technologies of the self that create a “matrix of practical reason” (Foucault 1988, 18). Transformations can be traced in different areas of empirical fieldwork: Videographies of classroom interaction document personal knowing (Mohn2009). Narrative interviews on events “condense and detail lived experiences” and reveal connections to research knowledge (Watson2009, 469). Stimulated recalls offer rationalisations of events (Lyle2003) that align personal with research knowledge. Video diaries document processes of knowledge mobilisation. The paper highlights how these fieldwork areas can be used to comprehend personal knowledge mobilisation of teachers.

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