Tchr's knowledge and beliefs are rooted in the context of their (personal) practice

Teachers' knowledge are practice and context related (Tobin & McRobbie 1997; Tsang, ???; and basically the folks who talk about practical and personal practical knowledge). This means the knowledge is about what goes on in specific contexts. Can we also say then that knowledge is applicable, activated or relevant to only specific contexts? I am assume that we can also say the same about beliefs (since the line between personal/practical knowledge and beliefs seems very fuzzy (Aguirre and Speer, maybe?).

How can we think about contexts in a way that is relevant to what the teachers do in the classroom as they interact with their students? What is the context to look at? I want to (will) argue that the context is what helps organize the teacher's thought process, which in turn helps them organize what they do, how they think about what's going on, what meaning they make of events, and which in turn influences the context.

In my dissertation, the context I want to look at is the interaction the teacher has with his or her students. Not only does the context influence the teacher, the teacher influences the context as well. In an interaction, the interaction is created by the participation and cognition (if you want to separate the participation from the cognition) of the interactants. How the interaction has unfolded thus far (as well as the things that led up to this interaction such as past interactions) also has an influence on the teacher's cognition.