The Development of a Teacher-Researcher: Formulation of the Hypothesis

This is the final chapter of the book and is devoted to an essential question for any, so to say, emerging profession: can we actually describe and characterize the development that leads a teacher to become a teacher-researcher? Many sub-questions suggest themselves by this essential inquiry: Does this development depend on the particular approach to the craft of teaching-research? Can we effectively describe a profile of teacher-researcher (TR) in order to actually promote it? And, more specifically, can that development be institutionalized as a professional development of teacher-researchers?