ABSTRACT
In this chapter, I respond to the book’s overall theme in terms of the generic values that are declared to be intrinsic to teaching and to research respectively. To do so, I have selected two codes or sets of principles that are in the public domain and which exert symbolic power, the one particularly for teachers and the other for academic researchers. Discussing these codes allows me first to investigate whether there are significant disjunctions between conceptions of ‘teaching’ and conceptions of ‘research’ that may be especially significant for our thinking about ‘practitioner research’; and secondly to suggest a way of thinking about the roles of research that might offer a way forward.1
