Teacher Research as a Way of Knowing

Datos Bibliográficos

ID5767073
AutoresSusan L Lytle, Susan Lytle, Marilyn Cochran‐smith (0000-0002-9262-4042), Marilyn Cochran-Smith
Año1992
Volumen62
Número4
Páginas447-475
Fecha de publicación1992-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaHarvard Educational Review (JOURNAL)
Identificadores de la revistaISSN: 0017-8055 • E-ISSN: 1943-5045
EditorialHarvard Education Publishing Group (PUBLISHER)
DOI10.17763/haer.62.4.4lm3811r1033431n
OpenAlexW88829370
IdiomaEN
Citas recibidas61
Referencias citadas24

In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching - one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher,whose questions and processes are embedded in classroom practice. In their analysis,the authors draw on a wide range of texts written by teachers, including journals,essays, oral inquiries, and classroom studies. Lytle and Cochran-Smith conclude that teacher research, which historically has been marginalized in the field, challenges the assumption that knowledge for teaching is generated by outsiders only; they argue,rather, that school-based teacher researchers are themselves knowers and a primary source of generating knowledge about teaching and learning for themselves and others

Emic and etic · Knowledge level · Educator Training and Historical Pedagogy · Reflective Practices in Education · Teacher Education and Leadership Studies