ABSTRACT
As a participant in what has been described as the North American teacher research movement in K-12 education and the scholarship of teaching movement in post-secondary education, I have been especially interested in what I call overlooked and under-examined genres of practitioner research (Stock, 1993, 1995, 2001), including the workshop. After describing a multi-method research project I designed as a means of studying the workshop as a form and forum of research, I draw attention to the characteristics of the Teacher Inquiry workshop (TIW) that I have come to understand as a unique genre of research in education developed by reflective practitioners in the National writing Project (NWP). 1
