A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts

Research output: Contribution to journalArticle

2 Scopus citations


System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marxs dialectic method.

Original languageEnglish (US)
Pages (from-to)764-782
Number of pages19
JournalTeachers and Teaching: Theory and Practice
Issue number6
StatePublished - Nov 2 2014



  • methodology
  • qualitative research
  • teacher inquiry

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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