ABSTRACT
We have tried to show throughout that each of these activities is intimately dependent on the other two. Teacher research, for example, which is attempted without either a process for examining our assumptions or of familiarizing ourselves with the current state of knowledge in our field, will be a sterile activity indeed. Similarly, merely reflecting on our assumptions without either being aware of what others have done or inquiring into our practice will be unlikely to produce change. Finally, research on classrooms which does not take into account either the assumptions of practitioners or their intentions in their classrooms rarely speaks to the real world concerns of teachers and learners.
