TEACHER-EDUCATION - RESEARCH AS REFLECTIVE PRACTICE

Teacher educators are often torn between their practice of teaching and clinical work, and expectations for conducting research. This article argues that research and practice need not be thought of as separate; rather, teacher educators are asked to consider defining a broader conception of research, one which may be described as disciplined, reflective inquiry into practice. Drawing upon current conceptions and practices in teacher education, the author defines an approach toward research on practice. In her argument, she presents a rationale for reflective inquiry into teacher education, a description of the characteristics of such research and several exemplars.