This article presents an analysis of the relations between time, work and learning in the professional knowledge of elementary- and secondary-school teachers. This knowledge is defined as that which that is generated by practice and deployed and used in daily practice, and that gives meaning to work situations faced by teachers. The article consists of three parts; the first establishes the importance of these relations for better understanding the nature of teachers' professional knowledge, or wisdom; the second examines the expression of these relations in teachers' careers, life histories and professional training. Finally, the third part discusses and presents theoretical possibilities regarding the various relationships between the concept of time and professional wisdom.
Teachers; teachers' work; time; knowledge