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Learning from Teacher Research: A Working Typology

Conspicuous by their absence from the literature of research on teaching are the voices of teachers themselves-the questions and problems teachers pose, the frameworks they use to interpret and improve their practice, and the ways teachers themselves define and understand their work lives. One dimension of the emerging teacher professionalization movement that calls attention to the teacher’s role in generating knowledge about teaching is recognition of the teacher as a researcher.’ As the number of teacherresearchers increases, so do the number of questions raised by the educational community about teacher research as inquiry, about the forms of teacher research, and about the contributions teacher research can make to the knowledge base for teaching. We have argued elsewhere that efforts to construct and codify a knowledge base for teaching ought not ignore the significant contributions that teacher research can make to both the academic research community and the community of school-based teachers.’ In arguing for the inclusion of teacher research in the knowledge base for teaching, we are not simply equating teacher research with practitioner knowledge or with any kind of writing by a teacher, nor are we attempting to attach to the term teacher the higher-status term researcher in order to alter common perceptions of the profession. Rather we propose that teacher research, defined as systematic, intentional inquiry by teachers, makes accessible some of the expertise of teachers and provides both university and school communities with unique perspectives on teaching and learning. In this article we propose a four-part working typology of teacher research: journals, essays, oral inquiry processes, and classroom studies. By looking