In this "At Last" essay, Susan Lytle addresses issues of teacher research, work that is shaped by and that shapes the complexity of teachers' knowledge and learning, and is based on the accumulation of robust and meaningful experiences leading to classroom expertise. Assuring her readers that teacher research is alive and well, even in the current…

Asserts that teacher research can provide a missing dimension to the knowledge base for teaching. Discusses critical issues of institutionalization and methodological rigor that make it difficult for teachers to conduct research studies and for the university community to acknowledge the value of teacher research. (FMW)

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)

Discusses the recent interest in teacher research and inquiry, arguing that part of what makes it an official movement is that teacher research stems from various intellectual traditions and educational projects. Identifies five trends that characterize the movement and discusses the future of the movement in the face of current reforms that…

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)

Overcoming obstacles to teacher research about their own educational practices requires the formation of intellectual communities of teacher-researchers or networks of teachers. An analytic framework is presented for interpreting and evaluating the work of such groups according to how they use time, talk, construct texts, and interpret teaching…