Book Reviews

The paper argues for a redrawing of the relationship between research, teaching and teacher education. One obstacle is the view, still held by many teachers, that research has little relevance for everyday practice. At the same time the teacher‐researcher movement is flourishing. If the movement is to be more than an energetic but divisive challenge to the tradition of university‐based research, then the notion of ‘research’ as conducted by practising teachers and its possible contribution to the common store of educational knowledge needs to be examined and clarified. Teacher research ‐or the less challenging but possibly more realistic habit of reflection‐on‐action through classroom enquiry ‐ is an important means of sustaining professional curiosity and focusing professional dialogue. Attitudes and habits supportive of research need to be encouraged in courses of initial teacher education which are all too often dominated by concerns of short‐term survival rather than long‐term professionalism.