This paper presents a study of experienced teachers’ views of the key elements of their professional knowledge repertoire within the context of clarifying the complex web of the teacher knowledge base. Teaching is widely acknowledged as a complex endeavour requiring skills, competences and dispositions across a broad spectrum including knowledge of subject matter, knowledge of learners, individual difference, and knowledge of pedagogy (Ball & Cohen, 1999, Meirink et al. 2007, Shulman, 1986, 1987). Recent research on the professions and on teaching indicate that the relational dimension of teacher knowledge may be one which heretofore has been somewhat neglected in the research literature (Grossman, 2008, Heggen, 2008). Nevertheless all acknowledge that teaching remains greater than the sum of its parts. The essence of teacher knowledge is frequently described as tacit and beyond the conscious awareness of the practitioner (Schon, 1983). The tacit knowledge of the experienced practitioner is frequently evident in the teachers’ ability to merge and draw from a broad range of skills and knowledge for on the spot problem-solving in the course of the school day (Meijer et al, 2002). Studies on professional knowledge acknowledge that it is characterised by the ability to integrate theoretical, practical knowledge to inform autonomous decision making. While the aforementioned elements of teaching are understood and frequently embedded in teacher education, the essence of how experienced teachers weave the complex web of teaching remains a ‘black box’ (Hargreaves, 2000). The nature of teacher knowledge has moved to the forefront in educational policy developments in recent years largely influenced by reports from international and transnational organisations (OECD, 2005, EU, 2005, 2007) linking ‘quality teaching’ to improved outcomes for learners.  While these reports are largely based on educational research, they rarely include the views of practitioners.   A number of recent efforts to broaden the understanding of the knowledge base of teaching include creating a place for teachers’ views alongside those of researchers and policy makers (Heggen, 2008, Grossman et al. 2005) through documenting the practices of teaching using cases, video records and accounts of practice (Grossman & Mc Donald, 2008). Attempts have also been made to unravel the complex web of teacher knowledge using collaborative and peer dialogues (Orland-Barak, 2006). This research study aims to explore the aspects of teacher knowledge considered important by teachers.

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