ABSTRACT
Teacher-researchers bring to bear their expert knowledge and understanding of practice in their research of their practice. They are often attempting to better understand their practice and its impact on their students by researching the complex relationship between teaching and learning in their classrooms. Teacher-researchers then are at the forefront of the challenge associated with better understanding the daily concerns and implications of practice that classroom teachers face. Importantly, as educational practices themselves are the source of the ultimate problems to be investigated in building a science of education (Dewey 1929), teacherresearchers have a “vested interest” in the outcomes and implications of such work.
