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- Vol 6 RE: Chapters 7, 10, App D, App E
inquiry as stancepractitioner researchcollaborative inquiryteacher knowledgecritical scholarshipeducational equityinstitutional changepublic knowledgeBook Evidence summaryAt a glance
Cochran-Smith and Lytle present inquiry as stance not as a temporary project or classroom technique but as a persistent orientation toward teaching, knowledge, and educational change.
Key ideas
Practitioner researchers pose questions arising from local work, collect and interpret evidence, engage critically with formal research, and make their learning public within communities. Inquiry joins professional learning with efforts to examine inequity, institutional arrangements, curriculum, and the purposes of schooling. The book combines theoretical essays, cases of practitioner research, and practitioners’ voices to show inquiry across classrooms, schools, teacher education, and networks. It resists the assumption that university researchers produce knowledge while teachers merely implement it.
Why it matters
For educators and leaders, the approach supports providing time and structures for collaborative investigation, treating uncertainty as generative, connecting local questions with wider scholarship and communities, and using inquiry to transform both practice and the conditions surrounding it.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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