| Abstract | This study focuses on the task of contextualizing theoretical funds, fields, and systems of or related to teacher knowledge grounded and translated through the lived experiences of teachers. Notably, although the scope of such a study lends itself to the study of multiple teachers across multiple contexts, this study focuses on one singular teacher, which functions as a means to better understand the lived translation of multiple knowledge funds through a single lens -- one that lends a lens by which to view other experiences. Using various funds and sources described in the literature surrounding this discourse, notably such works from Lortie (1971) and Shulman (1987), I isolated, selected, examined and analyzed funds of knowledge in practice.The present study was conducted using a single interview from a purposive sample; the participant is a female English teacher, teaching in an urban context. Findings suggest that some teachers privilege sources of knowledge, such as apprenticeship and mentorship versus formal training, and ways of knowing, such as implicit knowledge versus formal training, in their decision-making and pedagogical practice; also, such funds of knowledge as knowledge of student's communities and sociocultural landscape aid in teacher knowledge development in meaningful ways. |
