‘Teacher research’—the idea that teachers can develop
through systematic inquiry into their own work—has
been an area of professional activity in our field for
some 30 years. In contrast, it is only recently that
teacher research has itself become the subject of
research, as illustrated by my book (Borg 2013).
Richard Smith’s (Smith 2015) review of the book
makes several points about teacher research which
reflect my own views: for example teacher research
should not be academic in nature or purpose but an
activity which teachers find meaningful and feasible in
their local professional contexts. However, several of
Smith’s specific criticisms of this text are misjudged
and I need to address those here.
Smith notes that the book ‘is far from being … a
practical handbook … not for obvious practical use’
(ibid.: 205). Such observations are redundant given
that the book never claims to be practical and is very
explicit in defining its primary purpose and audience:

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