This study was conducted to investigate eight teacher education faculty members' perspectives of concordance with existing and emerging knowledge during the actual development of a knowledge base. An instrument was developed by content analysis to measure faculty understanding and realization of 82 theoretical constructs in six domains: (1) theoretical and effective teaching methodologies; (2) teachers and teaching; (3) teaching to individual differences among learners; (4) social and institutional contexts of teaching; (5) teaching subjects and grade levels; and (6) clinical application in teaching. The instrument was administered on six repeated occasions over a year-long period prior to and following initial operation of the knowledge base. A Kendall Coefficient of Concordance with correction discontinuity was used to provide a standard method of assigning knowledge base entities according to faculty concordance of knowledge base properties when there existed no objective order of those theoretical knowledge base construct entities. Results indicated that teacher education faculty largely were in disagreement regarding knowledge base development. Encouraging, however, were the positive changes in attitudes by teacher education faculty in all six domains of the knowledge base. Contains 13 references. (Author/LL)