Inside/outside: teacher research and knowledge (language and literacy)

Arguing that pedagogical knowledge is generated 'outside-in', that is, from the university to be applied in schools, this book bring together different papers examining that the relationship between research and teaching.  They believe that important knowledge about teaching is generated both inside and outside classrooms, and that understanding this relationship has significant implications for the development of further knowledge and the transformation of schools.

Teachers, the authors claim, have effectively been passive participants in the process of what constitutes good practice, and in research have simply been ‘objects of study’. They suggest that teacher research can ensure a broader role for teachers in classroom enquiry and can generate new knowledge on teaching practice.