Teacher research: the question that persists

Abstract

This is a critical moment in the evolution of the teacher research movement, which is now widespread and connected to an interesting, although not wholly consistent, array of educational efforts nationwide. The authors argue that at this point in the movement, the most persistent question — the one that underlies all others — has to do with the relationship of teacher research to knowledge for and about teaching. In this article they analyse some of the most visible writing about teacher research and the knowledge question, particularly the issues of epistemology and methodology that are receiving considerable attention in the literature and serving as the basis for an emerging critique of the movement. At the conclusion of the article, the authors explore a small but growing body of literature that takes on the knowledge question differently, and opens up the conversation to provocative new avenues for investigation.

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