Knowing Teaching: The Intersection of Research on Teaching and Qualitative Research.

In this article, Magdalene Lampert argues that teachers can be both initiators and active participants in a research agenda, adding valuable insider knowledge. She considers three points: the potential for teacher research to change ideas about who is responsible for producing professional knowledge, the benefits and dangers of inserting the self into social science, and the challenges of presenting the problems of a practice from inside that practice.'.