ABSTRACT Articulating the complexity of teachers’ professional knowledge development is complicated but highly desirable. Exploration of dilemmas, which interrupt teaching practice, offers the opportunity to view teachers’ professional knowledge in action as interruptions signal the limits of knowledge. Transitioning from science teacher to science teacher educator was complicated for me, mostly because these contexts are quite different and the knowledge base for teaching science is different from the knowledge required for teaching about teaching. Pedagogical equilibrium offers a new way of framing and articulating teachers’ knowledge development and was a valuable means of capturing, framing, and understanding my knowledge development as a beginning teacher educator. Drawing on interruptions in practice that challenged my sense of pedagogical equilibrium offered the opportunity to frame and document learning productively. Doing so played out in three distinct ways. Recognizing challenges to pedagogical equilibrium by feelings of uncertainty led to problem setting as a way of moving forward. This enabled testing modes of action. Framing knowledge development in this way values moments that create unrest as highly personalized opportunities for professional learning.

中文翻译：

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教育均衡作为理解教学的视角

摘要阐明教师专业知识发展的复杂性虽然很复杂，但是非常可取。探索困境会打断教学实践，这为观看教师的专业知识提供了机会，因为打扰表明了知识的局限性。从理科教师到理科教育者的过渡对我来说很复杂，主要是因为这些环境非常不同，并且科学教学的知识基础与教学教学所需的知识不同。教育均衡为框架和阐明教师的知识发展提供了一种新的方式，并且是捕捉，框架化和理解我作为初等教师教育者的知识发展的宝贵手段。利用实践中的中断挑战了我的教学均衡感，提供了有效构建和记录学习的机会。这样做以三种不同的方式进行。认识到不确定感给教学均衡带来的挑战导致问题设定是前进的一种方式。这启用了测试操作模式。以这种方式构筑知识发展，珍视那些引起动荡的时刻，将其作为高度个性化的专业学习机会。