Studying Teachers' Knowledge of Classrooms: Collaborative Research, Ethics, and the Negotiation of Narrative

Abstract

We are engaged in a research project aimed at conceptualizing teachers' knowledge of classrooms. Our practical intention is to foster a spirit of confidence on the part of teachers in the personal ways they know their classrooms. We hope, thereby , to counteract in some small way those administrative, policy, and research traditions which deny a central voice for teachers in curriculum and instruction. Our intention is for the work to enhance teachers ' sense of authority amidst a predominantly prescriptive administrative, policy and research environment.