Researching Teaching, with its attention to personal history influences and the broader contexts of teaching, extends the notion of teacher research beyond a curriculum focus. This text provides insight into the value and process of reflexive inquiry for facilitating and exploring teacher learning and development. The authors' reflexive inquiry framework is constructed around notions of personal empowerment, self-directed learning, the primacy of practice, and personal history. The book contains numerous stories of teacher-researchers exploring their own experiences within the context of professional development inquiry.

The text is divided into four parts. Part I explains what is meant by teaching as reflexive or autobiographical inquiry. Part II focuses on particular ways of researching teaching through autobiographical exploration. Part III emphasizes ways of understanding teaching through researching elements of classroom practice, student experiences, and school contexts. Part IV discusses researching with others. Suggestions and reflections are provided on researching with peers and colleagues, involving students as research partners, and working with “outside researchers.”