ABSTRACT
Teacher research has been strongly supported as part of teacher education; as a form of professional development; as a way to “professionalize” teaching; and as a necessary component of school reform at local, state, and national levels. “In many of these efforts, the concept of teacher research carries with it an enlarged view of the teacher’s role — as decision maker, consultant, curriculum developer, analyst, activist, school leader — as well as enhanced understandings of the contexts of educational change” (Cochran-Smith & Lytle, 1999, p. 17). In other words, teacher research has been touted as a critical element of educational im provements of all kinds. Teacher research can also fulfill the purpose of broaden ing the general knowledge base on teaching — beyond serving the specific set tings in which it is done.
