Abstract Practitioner inquiry is a form of systematic and intentional inquiry conducted by teachers using their classrooms as settings to study their own practice and students’ learning. This chapter takes an expanded view of practitioner inquiry to include multiple traditions of action research, teacher research, self-study, and communities of practice. A general overview of the defining qualities of each tradition lays the foundation for an examination of illustrative studies in music education conducted by P-12 teachers, graduate students, and teacher educators. This chapter concludes with a discussion of several common critiques of practitioner inquiry, along with suggestions for ways to move the work of researching teachers from the margins to the mainstream of music education research and practice.
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