ABSTRACT
The chapters in this book represent an approach to research on teaching that has become more prevalent in recent times. This form of research is conducted within an well-articulated frame that represents a strong commitment to a particular theory about or stance toward the phenomenon being studied. In the chapters in this book, the commitment is to a theory of learning, constructivism, that is being extended, in part, through research, to considerations of teaching and teacher education practices. One could say that all research is conducted within a specific theoretical frame such as constructivism. However, for a number of years in the study of teaching, the lens being used was not well articulated. In many cases, it was neither acknowledged nor always known or understood as a frame or lens. What is different and helpful about the approach to research in this volume is that the constructivist frame is both acknowledged and communicated.
