ABSTRACT
Often, in speaking of the work of former colleagues, we remember them for research in a particular process area—personal construct theory, narrative, action research, cognition— or content area—school effectiveness, teacher voice, classroom interaction, pre- or in-service teacher education. Michael Huberman is the exception to the rule. His long-term interests were in scientific epistemology—how scientific theories are developed and validated—and in adult cognition and knowledge use. His outstanding contributions to knowledge and to the international research community ranged over almost three decades across these areas. His work spoke to practitioners and to policymakers. It was, in his own words, the product of his “reckless curiosity” and “mischievous motivation to check out the connections between policy, research and practice”. A brief look at his curriculum vitae reveals significant work and publications in areas fundamental to my own work and, I believe, that of the members of this Association:
innovation and change
qualitative data analysis
teachers’ lives
teacher learning and development.
