This paper aims to present an understanding of what it means to infuse teaching with qualitative research and to introduce the papers in the special issue.
This is an introductory essay that provides a brief overview and analysis of the ideas to be found in the issue.
The special issue contributes to the understanding of the integration of teaching and research by showing how the authors as actors, as teacher-researchers, bring not just the findings but also reflexivity into the classroom and take knowledge out into both research and teaching. The papers in this issue all consider the agency of teachers in bringing an epistemology into the classroom, and in developing that epistemology.
The papers in this issue go beyond concepts of research-led teaching and the research-teaching nexus towards reflective pieces that develop understanding of epistemology rather than more conventional reports of classroom interventions.
