There are many different approaches to educational research. They include the efforts of those who hope to make contributions to educational knowledge and theory through researching their own educational practices as teachers and researchers. In communicating an educational epistemology of practice, it is intended that the document show a dialogical form of representation for an educational inquiry into improvement of learning, and a dialectical approach to explicating and using educational standards of judgment for testing a claim to educational knowledge. The experiences of one author in teaching a class of year-nine female students in England are the basis of this exploration, illustrated by extracts from the work of two students. The process being engaged is summarized as: (1) identifying a concern; (2) imagining a solution; (3) acting on the proposed solution; (4) observing the effects of what is being done; and (5) evaluating and modifying the actions. (Contains 29 references.) (Author/SLD)