A Cross‐Case Analysis of Teacher Involvement in TESOL Research

This article argues that teachers need to be involved in research on teaching and, through the examination of some specific settings for Australian TESOL research and professional development, proposes an evaluation framework to facilitate cross‐case and cross‐context analysis of research on teaching. It recommends that TESOL researchers focus first on characterizing TESOL professional development activity and second on considering its relation to other educational and mainstream research traditions.