Abstract
This article explores the current context for the professional development of teachers in England and develops an argument for an approach to teachers doing research. It promotes teachers as practitioner researchers and teachers' research into thinking, practice and professional development. It seeks to highlight the relationship between doing research and developing professionally, and to argue that researching classroom and school contexts is a vital part of teachers' professional development. It argues for a particular emphasis on teachers as researchers as a major perspective in future continuing professional development policy and provision in England.
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