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Positioning Teacher Research in Educational Reform: An Introduction


by Sandra Hollingsworth & Hugh Sockett 1994

The positioning of "teacher" in research and the potential for transformative educational reform are intimately and profoundly related. This relationship is explored here in historical, contemporary, possible, and problematic terms. In this introductory chapter, we provide brief historical accounts of teacher research which locate it in both national and international developments of action research-and within the control/autonomy stances on education reform. Second, we give a reading on contemporary teacher research, which stresses the significance of epistemological and feminist critique, and we briefly assess the impact and potential of the movement on professionalization and educational reform. Finally, we provide a review of the volume's chapters organized around the three central themes of epistemology, sociopolitics, and professionalization.


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This article originally appeared as NSSE Yearbook Vol 93, No. 1.


Cite This Article as: Teachers College Record Volume 95 Number 5, 1994, p. 1-20
http://www.tcrecord.org ID Number: 19223, Date Accessed: 10/22/2017 4:27:39 AM

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About the Author
  • Sandra Hollingsworth
    Michigan State University
    E-mail Author
    SANDRA HOLLINGSWORTH is an Associate Professor in the Department of Teacher Education at Michigan State University.
  • Hugh Sockett
    George Mason University
    HUGH SOCKETT is President of the Institute for Educational Transformation at George Mason University.
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