ABSTRACT
Teacher research cannot be disconnected from issues of both professional development of the teacher and of the successful or unsuccessful running of the teacher’s classrooms. Moreover, in most situations, as I will argue later, it should not be disconnected from issues of professional development of at least some of the teacher’s school colleagues. These strong and unavoidable links between research, practice and professional development imply important differences between research carried out by teachers and much research carried out by university-based researchers. They mean, for example, that any discussion of the value of teacher research as an endeavour must pay attention to the processes, as well as the products, of teacher research.
