This paper suggests that teacher research, as an international movement, has the potential to become a counter-hegemonic strategy to construct critical teacher education approaches in a globalized world. It begins by describing globalization and discussing the distinction between hegemonic and counter-hegemonic globalization, or between "globalization from above" and "globalization from below." Next, it describes teachers research as a potential counter-hegemonic global movement, defining teacher research, offering a brief history of the teacher research movement, and looking at the primary characteristics of the current teacher research movement. Finally, the paper connects primary features of the movement with the question of whether current teacher research is a global movement and whether it is a counter-hegemonic initiative. It concludes that the teacher research movement has the potential to become a strategy to overcome traditional teacher education approaches. Because it is a bottom-up movement that has extended worldwide, it is possible to imagine communities of teacher researchers and networks of people from different parts of the world sharing their experiences, working for better teaching conditions and higher professional qualifications, and trying to create collective, collaborative, and emancipatory teacher education alternatives. (Contains 17 references.) (SM)