Teaching and Teacher Education 16(2000)905}909Essay reviewSearching for a CenterAn essay review of Researching teaching:method-ologies and practices for understanding pedagogy John Loughran (Ed.);Falmer Press,1999At the April 2000American Educational Re-search Association meeting in New Orleans,Walter Doyle organized a symposium designed to rebuild a center that would hold theory and research on teaching together.In the description of the sympo-sium,he pointed to the reduction of research on classroom processes and structures and the in-crease in studies that focus on teachers 'beliefs,cognitions,and conceptions through teacher inter-views and teacher research.Researching Teaching:Methodologies and Practices for Understanding Pedagogy ,a book edited by John Loughran,repres-ents these newer forms of research on teaching.There is little in this volume that examines class-room processes and structures,and the focus throughout is on teachers 'thought processes and learning.For those of you who wonder `where did research on teaching go?a ,this edited book pro-vides several clues.Overall,one would conclude from this volume that research on teaching is hale and hearty,but looks considerably di !erent than it did several years ago.I will "rst provide a description of the sections and chapters in the book,and then return to some overall themes of research on teaching as characterized by the work in this volume.Researching Teaching consists of 12chapters in four sections,preceded by an introductory chapter by Loughran.As Loughran writes in his introduc-tion,the book focuses on developing an under-standing of pedagogy through various forms of research.The "rst section concentrates directly onpedagogy,the second on collaboration,the third on context,and the fourth section,conclusion,consists of a chapter by Richard White who describes chan-ges in research on teaching since the 1960s.John Loughran 's chapter introduces the other chapters in the book,but also describes a number of themes that characterize the chapters that follow.For example,he is deeply concerned about the relationship between research and practice,parti-cularly given that teacher knowledge is di !erent than research knowledge in the way it is developed and used.He focuses on teacher cognitions,self-study,and long-term research projects that are collaborative and action oriented.He sees the chapters in this book as developing stronger links between research and practice through forms of inquiry that reframe our thinking about research *particularly toward collaborative research and self-study.Section 1contains three chapters,the "rst of which is an analytic chapter by Max van Manen on the language of pedagogy.He de "nes the term pedagogy as the `normativity a (moral,relational,ethical)of determining the appropriateness of the curriculum,how it is presented,and the ways in which assistance is provided for children.He sug-gests that pedagogy has lost the normative aspect of its de "nition to more technical concerns as well as post-structural theory.From a set of student interviews,he provides some examples of students 'responses to teacher actions that suggest that teachers ought to be more attuned to the ways in which children actually experience life in the class-room.The second chapter,by David Treagust and Allan Harrison,analytically examines the nature of explanations and descriptions in the discipline0742-051X/00/$-see front matter 2000Elsevier Science Ltd.All rights reserved.PII:S 0742-051X (00)00034-2
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