ABSTRACT
The notion that teachers could, and even should, contribute to the knowledge base of the fi eld is more problematic. Not infrequently, teachers taking master’s degrees query the requirement to do courses in research methods. They complain that they are practitioners, and reject the notion of teacher-as-researcher. My response is that even if they are not interested in doing research themselves, they have a responsibility to read and critique the research of others in an informed way. Advocacy, I would argue, is another characteristic of professional practice although, again, comparatively few teachers see this as an aspect of their identity. Again, as a teacher educator, I have a responsibility to make teachers aware of the need to advocate for the profession.
