Edited Book: Inside/outside: Teacher research and knowledge


Action Research, Research Methods and Issues


Cochran-Smith, M.; Lytle, S.; Cochran-Smith, M.; Lytle, S.




Teachers College Press


The central concern of this book is the assumption that pedagogical knowledge is generated "outside-in"; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. Cochran-Smith and Lytle argue that teacher research can transform, not simply add to, the present knowledge base in the field, linking research with practice and inquiry with reform. By doing so, they add unprecedented dimension and energy to the national momentum in this area.
In the second half of this volume, the voices of teacher researchers contrast, engage, and combine with one another as contributors explore the meaning and significance of their approaches and findings. These authors - who vary in experience and institutional context as well as in the areas they teach - not only enrich the broader framework proposed in the first section, but also ento into the "national conversation about school reform, teaching professionalism, multicultural curriculum and pedagogy, and language and literacy education".
Together the two parts of this book make the case that the relationship of research and teaching is distinctly non-linear and that important knowledge about teaching is generated both inside and outside of classrooms. Understanding this relationship has significant implications for the development of further knowledge and for the transformation of our schools.


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