Creating Spaces for Teachers' Voices

Abstract

In this section two university researchers and one teacher researcher engage in a dialogue about the possibilities of including teacher research in our academic journals. Clandinin suggests, in her opening comments, that we have much to learn from li stening to teachers' accounts of their practices as we begin to create collaborative agendas for educational research shared with teachers. Black responds by inviting readers to imagine the poss ibilities that would be created by engaging in new relationships between researchers and teachers where there is an ongoing conversation that would reconfigure our work as teachers and researchers. Milburn responds by asking questions about the nature of teachers' accounts of their practices, about the criteria needed to judge the worth of teachers' stories, and about the validity of teachers' stories. Finally, Clandinin responds by wondering about the possibilities for written conversations between teachers and researchers.