Considers the various ways that the "teacher research movement" is currently being conceptualized. Illustrates the useful ways that three successful teacher research groups operate, as well as some of the problems faced by these groups. Argues for the continuing emergence and influence of teacher research groups. (HB)

Systematic intentional inquiry by teachers makes accessible some of teachers' expertise and provides universities and schools with unique perspectives on teaching and learning. A four-part working typology of teacher research is proposed, with examples of the four types: journals, essays, oral inquiry processes, and classroom studies. (IAH)