A key metaphor used to describe the complexity of what teachers do is that of professional knowledge landscapes. This conveys the idea that effective practice should be explored in relation to how teachers perceive pupils, but also to how teachers see themselves and questions of professional identity. The research reported here was part of a larger study into inclusive pedagogy for autistic pupils. Interpretative Phenomenological Analysis was applied to transcripts of semi-structured interviews with mainstream practitioners (n = 8) to identify constructions about practice. Findings show that specialised knowledge about autism was welcomed, but effective practice was seen to be based wholly on ongoing interactions with pupils and did not differ from practices used with other pupils. Findings from this research contest the idea that mainstream practitioners simply fall short in adopting certain practices for autistic pupils and indicate they have practices of their own which are aligned with ideas about inclusive education.

中文翻译：

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教育工作者是否会投资自闭症的专门研究？主流学校教师和助教的专业知识格局

用于描述教师工作复杂性的一个关键隐喻是专业知识领域。这传达了这样一种思想，即应该探索有效的实践，既要与教师如何看待学生有关，又要与教师如何看待自己和专业身份问题有关。此处报道的研究是针对自闭症学生的全纳教学法的一项较大研究的一部分。解释性现象学分析应用于与主流从业者（n = 8）进行的半结构式访谈的笔录，以确定关于实践的构想。研究结果表明，对自闭症的专业知识是受欢迎的，但是有效的实践被认为完全基于与学生的持续互动，与其他学生的实践没有区别。