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Inquiry, Knowledge, and Practice


by Susan L. Lytle & Marilyn Cochran-Smith — 1994

In this chapter we propose a theoretical framework for teacher research—a framework that has evolved from the dialectic of university-based research, teaching, and teacher education over a relatively long period of time. Our framework centers around the questions that are. made visible when the boundaries of research and practice are blurred: questions about the definition and types of teacher research, the status of teacher research as a form of research on teaching, the nature and function of the knowledge that is created when teachers do research, and the implications of teacher research for the construction of a knowledge base, for teacher education and professional development, and for the politics of school and university relationships.


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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. 22-51
http://www.tcrecord.org ID Number: 19224, Date Accessed: 10/17/2017 9:19:39 AM

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About the Author
  • Susan Lytle
    University of Pennsylvania
    SUSAN L. LYTLE is an Assistant Professor in the Graduate School of Education, University of Pennsylvania.
  • Marilyn Cochran-Smith
    University of Pennsylvania
    MARILYN COCHRAN-SMITH is an Associate Professor of Education at the University of Pennsylvania.
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